Gary Ackerman @garyackerman@qoto.org

The secure wiring closet contains crucial devices: racks of switches, the gateway (connecting the LAN to the Internet), and the unified threat management (UTM) appliance that protects data from malware and hackers. Prudent IT professionals secure this closet.

School #NetworkSecurity is multidimensional, focusing on three core goals: Confidentiality (authorized access only), Integrity (data is accurate/unaltered), and Availability (users who need access get it).

ChatGPT supports constructivist principles by enabling learners to explore ideas, ask questions, and receive immediate feedback, enriching their educational experience.

Motivation can be internal, external, or situational. Situational is the type #eductors must master.

For AI in education to be ethically responsible, it must adhere to principles of fairness, accountability, and transparency to mitigate biases. #TrustworthyAI

Practical guidance includes ensuring transparency. Educators must actively involve students in understanding how AI tools are used, their limitations, and the importance of ethical use.

It never ceases to amaze me how institutions invest in expertise, ignore it, then hire someone with dubious experience to lead initiatives in need that expertise.

Especially now, with AI changing everything, ethics must emerge as reality emerges.

Governments must provide sustained and concerted pressure to mandate and fund professional development for educators on GAI tools and associated ethical considerations

When science demonstrates you are wrong, the obvious thing to do is deny it… well not to me, but it seems that is the preferred action at least here in the USA.

“Precise measurements” are not necessarily “scientific.”

“It’s an opportunity, not a problem.”

When you hear yourself about to say this. Stop.

“That OER book is OK, but they need to fix….”

Let me explain how this works.

“It’s obvious that…” is a sure sign someone is about to say something no one agrees… and nature objects too.

When I no longer cared about grades, I became a straight A student. Unfortunately, it was my in the last half of my undergraduate studies.

Punishment isn’t pedagogy.

The fact that as many people need to learn this as I near the end of my career as needed to learn it at the beginning shows how little educators care about research-based methods.

Folks have asked me if I’d consider returning to teaching… I tell them my conditions… and how I will be treated... they tell me I’m unreasonable.

“Averages can be misleading.” Truer sentences are rarely written.

Don’t say, “it wasn’t me” to the person who knows how to get into the logs.

So much data just tells us the stories we tell ourselves.