Gary Ackerman @garyackerman@qoto.org

Sorry, but I yearn for the days when we didn’t have to scroll down and down and down to find the relevant section of the web site.

I cooperate with my teammates to beat the team from the next town over, but we cooperate with that team to beat teams from the county, and with those to beat beat the state... and the trend continues. Eventually, we recognize that we are all share the same fate.

If you are only open to planned activities, the unpredictable teachable moments will be lost.

What happens in your classroom matters and students' emotional state when they interact determines what they learn and how they learn it.

Decisions made in one part of the school influence others; we know that healthy brains learn better, so decisions about school lunch and physical education matter.

No matter how much humans think about technologies and the potential effects they will have on humans, when deployed, there are outcomes that no one could have predicted.

Technologies are built one upon another so that any technology becomes a complex of others; while changing one technology in the complex influences the others and the whole, each retains an independent nature.

The construct and the instrument seem to have converged in education; “performance on the test” is the goal, but there is no agreement that the goal is worthy or measuring what it is designed to measure. This makes “data-driven decision-making” inherently unscientific.

All disputes in science are resolved by evidence and observation, and evidence and observation must follow the rules of logic.

Human knowledge is as much a social activity as it is a cognitive activity. We can understand and learn alone, but we are better at it when we do it together. Much better.

Too often teachers simply repeat their original explanation, only slower, in hopes that students will understand things that confuse them. By challenging themselves to understand the questions from their students' perspective, teachers become learners--they are smarter by their openness to interaction from those with less expertise.

If you claim a method works “like magic,” I’m not going to take you seriously. I might look closer at the method, but I’m not interested in your assessment.

I have an uncommon ability to phrase questions in ways leaders cannot avoid them. It annoys them.

Heutagogy. Educators who don’t make space and time for it are missing an opportunity to make school relevant.

One of the problems with being a teacher who is and understands research findings and is competent using them is you cannot use that knowledge when debunked ideas are advocated by school leaders.

I’ve only been asked to participate in a couple of exit interviews, but the few I did seemed so silly.

If folks are leaving your organization and you express surprise, then you are probably not paying attention.

A Technology Decision-Making Case to Consider – https://hackscience.education/ https://hackscience.education/2023/10/09/a-technology-decision-making-case-to-consider/

Aspects of Classrooms Affected by Technology
https://hackscience.education/2018/04/30/aspects-of-classrooms-affected-by-technology/?utm_source=dlvr.it&utm_medium=mastodon

"These data are objective" is a sign they are not.