Gary Ackerman @garyackerman@qoto.org

TPCK: A Framework for IT Planning in Schools
https://hackscience.education/2017/12/28/tpck-a-framework-for-it-planning-in-schools/?utm_source=dlvr.it&utm_medium=mastodon

Don’t be confused by thinking “average” (as in mean) really tells you anything interesting.

Yesterday, I said, “if we give students projects in class, then they have something to talk about in job interviews.” The group heard an innovative idea; I was sharing part of my approach to teaching that I have followed for decades.

Three Questions about Assessment
https://hackscience.education/2017/12/27/three-questions-about-assessment/?utm_source=dlvr.it&utm_medium=mastodon

The folks who rant so about how vital basic knowledge is are the same folks who used to whine if they couldn’t bring a page of notes to the exam.

“Write 500 words a day and your book will be done in a couple of months,” says the person who doesn’t understand drafts and editing.

The (Overturned) Standard Model of Education
https://hackscience.education/2017/12/26/the-overturned-standard-model-of-education/?utm_source=dlvr.it&utm_medium=mastodon

OK… you said we needed rules that everyone followed, so we made them. Now, you are saying you won’t follow them because you don’t like them. 🤦‍♂️

So much “data-driven” decision-making starts with the decision and then finds the data.

IT and Users: An Inverse Relationship
https://hackscience.education/2017/12/21/it-and-users-an-inverse-relationship/?utm_source=dlvr.it&utm_medium=mastodon

It is OK to say, “I don’t know,” when asked what do you think.

One thing I learned during 35 years in education: Competent teams and individuals do more with fewer resources than others. When they push back or leave, they are demonized.

I work in #edtech. I have found lots of ways to tell folks “that tool that you adore… it really sucks.”

Sure, money may not be the motivator within a population that we think, but I maintain it does affect the composition of the population. In my years as a STEM teacher, I often heard students making career plans, and for 35 years, potential earnings was a factor.

Telling people about things is not the same as explaining them.

A note to students: emailing “I’ve been on vacation” as a reason you haven’t completed the course work may not be well received.

The argument that we see no evidence for advanced extraterrestrial life is because complex life becomes unstable and destroys itself is starting to seem reasonable.

Abstruse calculations does not make your idea true.

If you see certainty in your data, you are analyzing it wrong.

Those patterns you see in your data… they may be the result of randomness. How can you tell the difference?