Gary Ackerman @garyackerman@qoto.org

A blog post on expertise now with audio:
https://hackscience.education/2018/08/02/experts-and-expertiness-in-education/

A blog post on managing network resources designed for school leaders, now with audio:
https://hackscience.education/2018/08/10/edtech-for-edleaders-managing-users-resources-and-data/

Just a reminder that correlation does not mean causation.

See those changes looming? Yeah... you can’t stop them.

If all communication, including government communication is electronic, do citizens have a right to electricity? Internet access?

Most of your data is late and wrong. Once you understand that fact, you can use it well.

"People who are not working in AI demand tools not be used."
"People who do not work in DEI demand actions be stopped."

Is there a difference?

Some questions are answered without ever being asked. Those answers are among the most dangerous.

Humans were always far better at inventing tools than using them wisely. - Yuval Noah Harari

Thanks for making your book #open. I’m lucky enough to have access to the software to edit it. What about those who don’t?

Who stands to benefit if the questions are not asked?

A blog post looking at the AI and humans, based on a books chapter:
https://hackscience.education/2025/06/22/why-our-machines-need-to-understand-us/

Questions are way more interesting than answers.

“But we can show it on graphs,” is not a reason to accept data as meaningful or relevant. #DataDriven #leadership

Can we agree to start using “go list” and “no go list” when filtering email... or anything other than colors to differentiate what we allow and what we block?

"Curriculum or standards driven" #education and "Interest driven" education are mutually exclusive. A comprehensive education carves out space for "you need to learn this" & "think about these ideas" & "we support your own learning." Mashing them just makes a mess.

Don’t conflate “immediate and enthusiastic participation” with engagement in classrooms or meetings. The most deeply engaged will understand before contributing, and this requires cogitation more than participation.

Indeed, external motivations do work... but skilled faculty use them to transition to interesting problems that increase situational motivation... ideally, all students find their own motivation.

It is always interesting to see those who describe themselves as "social constructivists" who insist that all lessons/ activities/ courses have clearly stated objectives or outcomes.

"I was in the house when the house burned down....' No, Warren you missed it.