Gary Ackerman @garyackerman@qoto.org

I saw Ethan Mollick posted this on a different site today: “At least give your model an interesting prompt or perspective or something.” It made me LOL.

“Tools confer intelligence.” I don’t think this is wrong.

One thing I learned during 30+ years in the classroom: students appreciate conversation and natural dialogue more than polished presentation.

How an intelligent man can subscribe to a party I find a complete mystery. -Albert Einstein

Finding a reference to support a poorly cited paper written by AI seems a whole lot less fun (and more time consuming) that writing the paper myself.

“Focusing on the basics,” ostensibly a non-politician stance towards curriculum, is probably the *most* politically motivated and indoctrinating of the options.

The first principle is that you must not fool yourself and you are the easiest person to fool. - Richard Feynman

Only two things are infinite, the universe and human stupidity, and I'm not sure about the former. - Albert Einstein

The most erroneous stories are those we think we know best - and therefore never scrutinize or question. - Stephen Jay Gould

Don’t conflate your conclusions grounded in cognitive biases with evidence.

If a human has to check AI-generated text, then why bother?

“Fashionably apocalyptic” is my new favorite term.

“AI can’t be biased, because it doesn’t have intentions.” Sure, but humans are biased all the time and they claim “it isn’t bias because I didn’t mean it to be.” Maybe we call it what it is and reduce it whenever we can.

Isn’t the bias in AI largely due to the data used to train it as opposed to the coding of the programs?

“Brains can’t download?”

You have heard of writing haven’t you?

If you claim to have proof, then you are obligated to share it.

IT professionals often say "that's the way we do it." At least they have a reason as the IT they add often depends on the IT they have.

So many things that occupy our time in education are red herrings.

I started working at the supermarket in 1981. Guess what the assistant manager said to me. Yup, “I’m glad you came. No one wants to work anymore.” Now those people who didn't want to work have spent the past few decades complaining "no one wants to work anymore."

I don’t disagree that devices are a significant source of students being disengaged in school. Split attention, FOMO, the rewards they give. Yes, they are all real effects. I taught long before these devices arrived. Students were disengaged back then too.