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Technology and Communication Problems

Organizations are created to serve a purpose. For schools, it is (ostensibly) to make people “smart.” We know, of course, that when systems are created, their purpose immediately changes to sustaining itself rather than fulfilling its purpose, but let’s ignore that for this post. We who work in organizations complete tasks and solve problems that Read More

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Assumptions That Are Likely False

• curriculum comprises well-defined information and skills that represent necessary human knowledge  • the purpose of schools is to ensure students get the information and skills into their brains, thus become educated • educators know how to deliver instruction so the curriculum is transferred into students’ brains • the most efficient instruction occurs from simple Read More

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Education is Not Business

recent decades, educators have adopted the language and models of business processes (some of us prefer to say this way of understanding our work was foisted on the profession). Business is deconstructed into inputs, business processes and outputs. Success is measured in quality and quality of outputs (in business outputs can be reduced in most Read More

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Where the Rationale for School IT Breaks Down

In my experience, that last point is where school IT decision-making breaks down. Organizations have different strategic goals, and they accomplish those goals by setting different priorities and adopting different strategies. IT professionals who have learned their craft in organizations other than schools are often unfamiliar with the urgency of malfunctioning academic systems. During my Read More

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Are They Learning? How Do We Know?

I posted a tweet recently that seemed to motivate folks to engage. I posted: What if students learn, but can't perform on assessments? — Dr. Gary Ackerman (@GaryAckermanPhD) November 23, 2023 The responses to my tweet suggest there are some educators have not yet abandoned the platform, and those who remain are thoughtful about the Read More

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On Rationales

Educational leaders are recognizing that some populations have been dissuaded from perusing higher education because of attitudes, practices, and structures that prevented them from enrolling and studying. I hesitate to make a list of these populations as it will exclude some who have experiences of exclusion.  For many educational leaders, the effort to increase the Read More

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On Micromanaging

Micromanaging is not unique to educational settings, but I have worked primarily in schools, so that is where I have experienced it. It is a familiar phenomenon: leaders give excessive direction to workers. They specify details of how direct reports are to complete their work and they pay excessive attention to the processes workers follow. Read More