Gary Ackerman @garyackerman@qoto.org

Learning comprises many different types of abilities and actions. Our teaching and assessment should reflect that reality.

When I was an undergraduate student, I believed one could be taught how to teach.

Perhaps the most ridiculous myth that we (and this is a collective we that comprises educators, curriculum experts, employers, politicians, and book authors) believe is that we know what our students will need to know in the future.

Schools have always been places that prepare students to participate in the information ecologies they will enter (these may be general societies or communities of specialists). Today, these are physical places, online spaces, organizations, and cultures where digital tools dominate.

What Gould Wrote About Intelligence
https://hackscience.education/2019/11/29/what-gould-wrote-about-intelligence/?utm_source=dlvr.it&utm_medium=mastodon

When I first started in education, computers were a marginal tool. Literally, they were in a back corner of the classroom and used for special purposes. Over time, they became more central to the curriculum and in the teaching spaces.

Paraphrasing Jaron Lanier: Technology begins with human hands, but human speech plans what the hands will do.

When one thing gets easier, something else gets harder.

A feeling is not a fact. It It might be.... but there needs to be evidence.

While we might be able to calculate the percent of points students earn on an assignment, it is difficult to conclude that we know confidently that a student who scores 90% really knows 1% more of the total than the student who scored 89%.

Another Elevator Pitch on Learning…
https://hackscience.education/2019/11/27/another-elevator-pitch-on-learning/?utm_source=dlvr.it&utm_medium=mastodon

Does the IT allow my students to do what they must to learn what they must?

IT must believe educators if the answer is "no."

Inert Knowledge
https://hackscience.education/2019/11/25/inert-knowledge/?utm_source=dlvr.it&utm_medium=mastodon

Can one be “data-driven” if they lack understanding of statistics?

Curiosity works far better than learning outcomes.

Conspiracies are sometimes the explanation, but randomness explains many more events.

Conspiracy theories are so tiresome.

Temporary disabilities arise all the time. Teachers are rarely prepared.

"If your audience doesn't understand the graphic within 5 seconds, it isn't well designed."
Yeah, I agree.

Teachers who focus on "the basics", with the rationale “someone else can help them use it” iare irresponsible.