Education is a material-rich endeavor. When I was a student, the materials with which I interacted were primarily print; although movies, filmstrips, records, and a few other media did enter my classrooms on occasion. When I began teaching, VHS tapes were available, and I used my home VCR to record programs to share with my Read More
Author: Gary Ackerman
Active Verbs to Frame Learning
When working and learning in classrooms in which the educator attempts to make the tasks authentic (or as authentic as is reasonable given the constraints that limit any classroom), the students will be engaged in active learning. They will be interacting with others as they work with and create information in a manner that is Read More
Usability in #edtech
Usability is a factor that has been recognized as playing a role in the widespread adoption of ICT to meet the strategic and logistic goals of businesses and industries other than education. Designers recognize that usable systems decrease extraneous cognitive load, and thus facilitate knowledge building. In general, usability is associated with the extent to Read More
Knowledge Building
Since computers were first introduced to classrooms, educators have explored various methods for using computers to access, process, and create information. Computer literacy, an instructional model built on the assumption that one who knew the parts and functions of components could create useful products was discredited as was the extensive use of drill-and-practice software in Read More
A Closer Look at Educational Data
Educational data has been a recurring theme on this blog. In this post, I continue considering the nature of data in education and the nature of data in science… comparing and contrasting the two. Constructs and Instruments Scientists are always specific about what they are measuring, and there are accepted methods for measuring these quantities. Read More
Teachers and Red Herrings
Last week, I attended my first meeting of a user group for a particular educational platform. In my new position, I was glad to find a cohort of professional who do similar work at similar institutions, using the same software. As a newcomer to the group, I introduced myself to many attendees, gleaned what I Read More
The Nature of Science: A Lens to Understand the Data Movement
A colleague and I recently had a conversation about “data” and its role in education. I maintained that advocated for using data have a fundamental misunderstanding of science and evidence. I further maintained that misapplication of the principles of science and inquiry makes the decisions made by “data-driven leaders” in schools dubious at best. This Read More
Education is a Technology
We can see that education is a technology by reviewing several characteristics of technology: One of the underlying assumptions about technology is that it makes life easier or more efficient. This turns out to be a false assumption. When computers arrived in offices, secretaries did not spend less time writing memos. They wrote (and rewrote Read More
What We Know About Learning
As I have been thinking about learning… and teaching… and how the two are not positively associated in the manner we often plan, I have been focusing on several assumptions that I make about learning which are not always shared with others: Motivation to learning is a multifaceted endeavor. Learners are driven to arrive in Read More
Leaderspeak Interpreted
I recently rediscovered a glossary that a colleague and I started a few years ago… we had been collecting terms we heard educational leaders using for years, and we reflected on what they meant when they used them. These still seem very appropriate today, so they will be appearing in this blog until the collection Read More