Gary Ackerman @garyackerman@qoto.org

Giving access to information is a silly role for teachers today. Students need help selecting it, interpreting it, evaluating it, applying it, integrating it….

I write to understand the topic and clarify my thinking. That others consume the words, sentences, and paragraphs and find meaning in them too is a delightful side effect.

It never ceases to amaze me that folks look to me (yes, I work in IT) and ask "What's my password?"

One thing I learned during 35 years in education: when things get chaotic (in the school or outside it), focusing on interesting problems and strengthening relationships with students and colleagues is the best strategy.

“The course is free, but the certificate is not.”

This ploy seems to validate the suggestion that the “piece of paper” really does matter… of course today it’s snippet of code.

You can't be "a data-person" and be spreading unsupported myths.

If you are collecting data... get informed consent!

“Im not giving advice because I don’t know enough.” Let’s normalize this.

Sometimes I laugh out loud at folks’ hot takes on education and teaching… then I realize they are serious.

Just because you have a graph, it may not be valid data.

I was at a meeting yesterday where the presenter said half way through their colleague was taking notes so that we “can collect data from our discussions. Maybe your quotes will show up In later presentations.” Am I over sensitive or should they have informed us first?

Some people say, “I need an example” then get stuck trying to reconcile or integrate the differences and end up doing nothing.

Once you can differentiate red herrings from meaningful practices, you will be very successful… but you will anger leaders.

If you are collecting data... get informed consent!

Retrieval practice is great, but let’s not stop when our students remember stuff.

Once you can differentiate red herrings from meaningful practices, you will be very successful… but you will anger leaders.

If your course does not include some activities in which ethics of your field and its applications are the focus, it’s time to rewrite your syllabus.

Sometimes the problem is that you get what you wanted.

Those of us who have worked in education are looking at the dumpster fires in the news and thinking, “I’ve seen worse.”

Critical ignoring is probably more important than critical thinking.