Gary Ackerman @garyackerman@qoto.org
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
The strategies used to solve a problem depend on how the problem is framed and what the anticipated solution is.
Computers appear to have simply substituted for previous technologies, and have not changed how teachers teach and how students learn.
Factors Affecting Diffusion of Innovation
https://hackscience.education/2019/01/29/factors-affecting-diffusion-of-innovation/?utm_source=dlvr.it&utm_medium=mastodon
“The digital computer and its peripheral equipment will support most of the subsystems in the total school complex.” This prediction was made in 1964.
"Personally, I hope that, for once in the 20th century, a technology stays free. Because the rules-makers always manage to kill the essence while tidying up the details. Dogma replaces direct experience, and ritual becomes reality."-Michael Crichton in 1983
New leaders who ignore existing practice, culture, personality assure their failure.
"Back on the savannah, our cave-person ancestors weren’t taking SAT’s or plugging numbers into spreadsheets. But they were telling stories, building empathy, and designing innovations.”
"The success of instruction can be measured with a test." Can it? Can it really?
Curriculum comprises well-defined information and skills that represent necessary human knowledge. Does it? Does it really?
Like all human creations, education has a history and the future of education is contingent on that history. It is the source of institutional inertia and it limits (albeit temporarily) the potential futures of education.
Sorry folks, but it is 2024. You cannot claim to be a "good communicator" and also fail to respond to email.
"What could possibly go wrong?"
Much more that you will admit.
The technologies developed in one area for one population may not be accepted in other populations or have the same result.
To minimize the damage done to data by errors in measurement, scientists make measurements in large numbers. Taken together, the measurements will tend to group around the “real” value. This is incompatible with educational data, thus many errors remain... and are generally disregarded when the data are analyzed.
- On the web:
- https://hackscience.education/
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator
Joined Nov 2022
