Gary Ackerman @garyackerman@qoto.org

tilize technology to foster collaboration, communication, and community building within the learning environment.

When you work as an IT professional in schools, you see lots--most of it unfiltered. Teachers act as if you are not there. Many times in my career I was asked to described what I saw when I ws in classrooms.

Educators must stay ahead of the curve, offering increasingly complex and novel content to keep students engaged.

I'm so glad I was able to see "bullshit" get an academic definition, but disappointed academics find this to productive field of study.

AI is fine... but finding the meaning in the patterns... that were the intelligence is.

it amazing how much you learn if you stop talking an look folks in the eye.

I asked AI to write some tweets on visualizations for my data analysis students. Here is one:

Want impactful data visualizations? Start by understanding your audience! A CEO and a custodial supervisor need different data, so tailor reports and dashboards to their specific requirements.

Not bad.

I'm going back through my blog and adding AI-generated "deep dive" podcasts based on my posts.
https://buff.ly/4fXqg8O

Worked examples. If you don't include them in your instruction, please start... like right tnow.

Uploading two contradictory articles to AI designed to summarize produces some interesting results. the summaries read like the C- paper you wrote as a sophomore undergraduate student in philosophy class.

"Include neutral technologies in your classrooms..." um... you know there is no such thing... right?

It is fun seeing people here who I saw on that other space.

Confidence and competence are not the same.

If we were more skeptical of technology, we’d be more successful with it. This applies to both adopters and deniers.

CLT recognizes human cognitive architecture limitations. Working memory struggles with high element interactivity, especially when dealing with new information.

Overfit and underfit are popular buzz words with AI today—models with “memorize” answers and spit them back or apply too broad generalizations.

Educators have much experience with this. We have seen our students do it for generations.

So much data is wrong at the schema level.

Every so often it strikes me that “high quality” in many contexts means “what the client wants.” It seems an easy to achieve, but potentially dangerous, benchmark.

Electronic portfolios can capture artifacts of student performances and products on authentic projects. This allows for a more complete picture of student learning than standardized tests alone.

Information technology has strong, active influences on society, so schools need to change. Just like Plato was skeptical of writing, some resist technology in education. However, we can't afford to ignore the impact of technology on our students.