Gary is available to work with your faculty and staff to develop capacity for effective, efficient, and efficacious educational technology. Contact Gary on this form to discuss your needs and his availability.
Gary Ackerman has a long and extensive career in education. He began his career teaching middle school science and math, and was frequently using computers with his students. Within a few years, he was the "technology-guru" in the schools where he worked and accepted increasing responsibility for technology planning and training. Gary has filled many and diverse roles over his career; his duties have included co-teaching primary school classes, teaching calculus-based physics, teaching teachers, managing enterprise information systems for schools, and supervising recess.
Currently, Gary serves as the flexible pathways coordinator for a K-12 school in Vermont. In that role, he helps students include college courses, workforce training, internships, independent studies, and similar activities into their high school experience.
Gary is active in the educational research community in New England, and shares his work with audiences at regional and national conferences; he is scheduled to present at an international conference for the first time in the summer of 2018. His writing has appeared in several publications, and he has authored two books on educational technology; his second book became available under a Creative Commons license in late 2017. His first book was published by University Press of America in 2015.
> Gary's resume is available on HackScience.net
> Gary's curriculum vitae is also available on HackScience.net
> Part of Gary's story as a stroke survivor is on the UVM Medical Center web site
Gary's Educational Philosophy:
Humans are social and communicative creatures; and, throughout the recent history of the species, humans have used various technologies to facilitate communication and to build society. In the 21st century, we are observing the most recent in a long series of social and cultural upheavals that accompany the emergence of new information technologies.
In the 21st century, educators face a choice: each educator must either update his or her theory and practice to reflect the emerging realities of human communication or become irrelevant. My choice to update my theory and practice (in hopes of remaining relevant in the rapidly emerging world of technology-mediated communication) required me to adopt several assumptions that illustrate my philosophy of education and schooling. First, in the modern classroom, educators must be active learners. Learning about their students, their content, their practice, and themselves; educators sustain interest in and engagement in the world around them. I believe this is a fundamental aspect of human nature, and educators frequently forget they need to be learners. Second, achievement is a misguided goal for education. The really important skills and knowledge are never achieved with certainty. We develop skill and knowledge that is useful in many and diverse situations, but one's real success as a learner can only be estimated by understanding how well one performed a given task. Finally, effective curriculum and instruction is characterized by no threshold and no ceiling. I strive for activities that can be performed at some level by any student, but that continue to challenge both the student and the teacher to deeper levels of understanding (and greater preparation for an unknowable future).
This philosophy has been refined as I have personally and professionally transformed from the literate culture to our post-literate culture. This philosophy has (I believe) contributed to my continued relevance as the world has changed around me.
Ackerman, G. (2018). Efficacious technology management: A guide for school leaders. Rutland, VT: author. (This work in licensed under a Creative Commons license. It is available at: http://www.hackscience.net/etm.
Ackerman, G. (in press). Open source online learning in rural communities. In I. Bouchrika, N. Harrati, & P. Vu. Handbook of research on learner experience and usability in online education. Hershey, PA: IGI-Global, Inc.
Ackerman, G. (2017). Strategies to increase technology acceptance. In M. Grassetti & S. Brookby (eds.). Advancing next-generation elementary teacher education through digital tools and applications. Hershey, PA: IGI-Global, Inc.
Ackerman, G. (2014). Turning the flipped classroom upside-down. AMLE Magazine 1(8), 44-5.
Ackerman, G. (2013). Flipped with purpose: Refreshing technology in classrooms. West Rutland, VT: author.
Ackerman, G. (2011 March 8). Bridging 21st century gaps: An essay review of Mehlenbacher's Technology and instruction. Education Review, 14(8).
Ackerman, G. (2011 January 27). Review of Wisdom: From philosophy to neuroscience by Stephen S. Hall. Education Review, 13.
Ackerman, G. (2010 September 21). Review of The shallows: What the Internet is doing to our brains by Nicholas Carr. Education Review, 13.
Ackerman, G. (2010 August). Brief review of Digital habitats: Stewarding technology for communities by John Smith, Etienne Wenger, E., & Nancy White. Education Review.
Ackerman, G. (2010 August). Brief review of Hanging out, messing about, and geeking out: Kids living and learning with media by Mizuko Ito. Education Review.
Ackerman, G. (2010). Technology in your classroom: Habits, skills, and knowledge for the 21st century educator. West Rutland, VT: author.
Ackerman, G. (2010 May). Brief review of Rewired: Understanding the igeneration and the way they learn by Larry Rosen. Education Review.
Ackerman, G. (2010). Starting line 2010: Essential information technology skills for educators. West Rutland, VT: HackScience.
Ackerman, G. (2010 March). Brief review of 21st century skills: Learning for life in our times by Bernie Trilling and Charles Fadel. Education Review.
Ackerman, G. (2010 January) Brief review of The nature of technology by W. Brian Arthur. Education Review.
Ackerman, G. (2009). The new starting line: 30 essential technology skills for the 21st century educator. Rutland, VT: Rutland Central Supervisory Union.
Ackerman, G. (2009 June). Brief review of iBrain: Surviving the technological alteration of the modern mind by Gary Small and Gigi Vorgan. Education Review.
Ackerman, G. (2009 February). Brief review of Brain and culture by Bruce Wexler. Education Review.
Ackerman, G. (2008 October). Brief review of Disrupting class: How disruptive innovation will change the way the world learns by Clayton Christenson, Curtis Johnson, and Michael Horn. Education Review.
Ackerman, G. (2008. How I spent My summer: Life teaches a teacher. Journal of the New England League of Middle Schools, 19(1), 5-7.
Ackerman, G. (2006). Technology for Turning Points. Journal of the New England League of Middle Schools, 18(1), 22-6.
Ackerman, G. (ed.). (2002). Electronic personal development collections: A resource CD for educators. Rutland, VT: Rutland Region Education Collaborative.
Ackerman, G. (2015, November). Avoiding red herrings: Technology support that works. Paper presented at the annual conference of the Association for Educational Communication and Technology, Indianapolis, Indiana, USA.
Ackerman, G. (2009). Information technology in the K-12 classroom: Curriculum and instruction reflecting emerging capacity and paradigms. Doctoral dissertation, Northcentral University, Prescott Valley, AZ.
Ackerman, G. (2007). Basic technology survey: A protocol for documenting educators' essential technology abilities. Unpublished manuscript, Northcentral University, Prescott Valley, Arizona, USA.
Ackerman, G. (2003). Online learning environments for southwestern Vermont: A framework for planning and initial endeavors. Unpublished manuscript, School of Computer and Information Sciences, Nova Southeastern University Fort Lauderdale, Florida, USA.
Ackerman, G. (2000). School technology planning in southwestern Vermont. Master's thesis, Castleton State College, Castleton, Vermont, USA.
Ackerman, G. (2000). Gathering meaningful data in middle schools. Paper presented at the annual conference of the New England League of Middle School, Providence, Rhode Island, USA.
Ackerman, G. (1999). Interviewing to understand technology. Unpublished manuscript, Education Department, Castleton State College, Castleton, Vermont, USA.
Ackerman, G. (1987). The effects of pruning on lateral growth of Pinus resinosa. Unpublished manuscript, Botany Department, University of Vermont, Burlington, Vermont, USA.
Technology Trends Digital Learners: The First Generation was Just Practice Technology in Schools: A Wicked Problem
New England League of Middle Schools Annual Conference, Providence, Rhode Island, USA, April 2011
The End of Integration... Wait...What?
Vermont Information Technology Association for the Advancement of Learning, VermontFest, Killington, Vermont, USA, November 2010
That Light is a Train: Emerging Technology Trends
Vermont Information Technology Association for the Advancement of Learning, Dynamic Landscapes, Burlington, Vermont, USA, May 2010
Relevant Curriculum in the 21st Century Preparing Middle School Students for Distance Learning
New England League of Middle Schools Technology Summit, Sturbridge, Massachusetts, USA, October 2009
Cyberbullying That Light is a Train: Emerging Technology Trends Distance Learning in Middle Schools
New England League of Middle Schools Annual Conference, Providence, Rhode Island USA, April 2009
Middle School Classroom 2.0
New England League of Middle Schools Tri-State Conference, Keene, New Hampshire, USA, October 2008
My Computer Can Do That?
New England League of Middle Schools Annual Conference, Providence, Rhode Island USA, April 2008
Open Source Software Online Courses
Vermont Principals Association Small School Conference, September 2007
Leading in a Wired World (co-presenter)
New England League of Middle Schools Annual Conference, April 2007
Using Technology to Promote the Unified Arts
New England League of Middle Schools Unified Arts Conference, October 2006
Technology: What To Do If You Don't Have Enough (co-presenter)
New England League of Middle Schools Annual Conference, April 2006
Technology In the Middle School Classrooms Technology-Rich Science Show & Tell
New England League of Middle Schools Annual Conference, April 2005
Intranets: A Tool for Modern Middle Schools
New England League of Middle Schools Tri-State Conference, October 2005
Creating a (Technology-Rich) Collecting Culture
New England League of Middle Schools Annual Conference, April 2004
Keeping It Middle School When Your School Isn't
Vermont Middle Grades Institute, June 2003
Preparing Powerful Portfolios
New England League of Middle Schools Annual Conference, April 2003
Components of a Manual for Practitioners
New England League of Middle Schools Annual Conference, April 2002
Electronic Portfolios in the Unified Arts Curriculum
New England League of Middle Schools Unified Arts Conference, October 2002
Capstone Initiative (co-presenter)
Vermont Association for Supervision and Curriculum Development Conference, October 2000
Gathering Meaningful Data in Middle Schools
New England League of Middle Schools Annual Conference, April 2000
Using Qualitative Research Methods to Enhance Our Teaching (co-presenter)
New England Education Research Organization Annual Conference, May 1998
(c) 2017-2018 Dr. Gary L. Ackerman
Last updated: January 29, 2018