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
Educators are very familiar with the never-ending series of “buzz words” that emerge, capture the attention of leaders for a few years, then fade into disuse when the next term distracts leaders.
Once established, certain practices and structures remain a part of school, and in many cases, they are understood as “natural” parts of school, and “necessary” for students’ success long after the original conditions necessitating the change have faded.
Just because Excel makes the graph available doe not mean it is a good one.
We assume that everyone should learn what we learned and how we learned it.
The diverse nature of students and the broad nature of the curriculum is part of what makes schools unusual places to work for IT professionals.
One of the most distressing realizations one makes when they become a teacher is that the best plans one makes for the classroom are just guesses.
"Average: is meaningless in most situations.
In the domain of information technology, all problems are solvable.
How we frame problems is more important than how we solve them.
Three Questions about Technology Planning
On Social and Technology-Rich Education
https://hackscience.education/2020/01/13/on-social-and-technology-rich-education/?utm_source=dlvr.it&utm_medium=mastodon
It may seem unnecessary to state it, but schools are places where children are present. Lots of children. Children who reflect the social, racial, ethnic, and other characteristics of the local population.
- 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
