Online education is in danger of replicating a system that isn't working. Yes, I wrote it. With all the potential for innovation that online education has to offer, we have fallen into the pitfall of replication.
The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.
Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
Winner of the 2025 Systems Thinking & Change Division Outstanding Book Award from the Association for Educational Communications and Technology!
Teaching and Learning in the Age of Generative AI explores how educators can effectively harness the potential of artificial intelligence technologies while skillfully navigating its pedagogical, technical, ethical, institutional, and societal implications.
Table of Contents
Part I. Foundations and Frameworks of AI in Education
1. What is Generative AI? A Primer
2. Developing a Framework for Implementing AI in Education and Evaluating Its Use
Part II. Transformative Teaching and Learning with AI
3. Transformative Teaching with AI
4. The Age of Chat: Education and the Rise of No-Code Chatbots
5. Promoting Critical Thinking and Problem-Solving Through AI
Part III. Ethical and Institutional Considerations
6. Rethinking Cheating in the Age of AI
7. Developing Institutional Policies for AI in Education
8. Navigating Risks: Inaccuracies, Bias, Disinformation, and Privacy in Educational AI
9. Exploring the Generative Artificial Intelligence Fair Use Policy Landscape in Higher Education
Part IV. Preparing Educators and Students for AI Integration
10. Teaching Generative AI in Higher Education: Strategies, Implications, and Reflective Practices
11. Preparing Pre-Service and In-Service Teachers for the AI-Driven Classroom
12. Preparing Students to Live and Work in an AI-Driven World: Ideas for Educators and Students
Part V. Future Trends and Implications of AI in Education
13. Redefining Assessments in the Age of AI
14. AI and the Digital Divide
15. Defining Key Workplace Competencies in the AI Era: A Framework for AI-Powered Education
16. AI-Driven Self-Directed Lifelong Learning: Personalization and Empowerment in the Digital Age
17. The Future of Learning: AI-Driven Education in 2040
Generative AI is reshaping higher education, but how do we teach with it responsibly? In Chapter 10, “Teaching Generative AI in Higher Education: Strategies, Implications, and Reflective Practices,” Andrew Kelly, Miriam Sullivan, and Katrina Strampel explore how educators can intentionally integrate GenAI into teaching practice. They examine issues of quality assurance, ethical use, equity, and curriculum design, offering case studies that show what this looks like in real classrooms.
Chapter 10 explores how higher education can intentionally integrate Generative AI into teaching, balancing ethics, equity, and pedagogy to prepare students for an AI-driven future.
La integración responsable de la IA generativa en la educación superior ayuda a mejorar la enseñanza al ofrecer a los docentes herramientas para diseñar experiencias de aprendizaje más personalizadas, creativas y eficientes, siempre que se aborden de forma ética, equitativa y con garantía de calidad. Al explorar su aplicación en el currículo y en prácticas reales, como lo plantean Kelly, Sullivan y Strampel, se fomenta que los estudiantes desarrollen pensamiento crítico, comprensión de los límites y potencial de estas tecnologías, y habilidades para utilizarlas de manera reflexiva, lo que en conjunto enriquece la formación académica y prepara mejor a los futuros profesionales para los retos del mundo digital.
Learn how purposeful assignment titles, scaffolding, and real-world framing boost student engagement, learning outcomes, and performance in higher education.
EDTECH@UTRGV's insight:
"By renaming assignments, scaffolding tasks, incorporating real-world scenarios, and integrating student-centered feedback mechanisms, we helped students move from performative task completion to meaningful, process-oriented learning."
How can librarians support students in developing information literacy skills and putting them to use in an AI-enabled world? Follow each step of researching and writing a term paper and find out how to encourage students to use their skills effectively along the way
EDTECH@UTRGV's insight:
"In an AI-enabled learning environment, information literacy becomes even more important for students in their academic pursuits. By emphasising reflective decision-making, the iterative nature of information inquiry, the importance of critical evaluation and the ethical use of information, librarians empower students to navigate an AI-assisted academic environment with confidence."
"For years, AI quietly reshaped business operations through predictive models and machine learning systems. From forecasting and pricing to fraud detection and routing, traditional AI helped organizations make smarter decisions, faster.
Now, with the rapid rise of GenAI, we are seeing a different kind of transformation that is more visible, conversational and accessible. But in the excitement, many companies have unintentionally drawn a line between the two kinds of technology: traditional AI on one side and GenAI on the other."
EDTECH@UTRGV's insight:
"It’s time we stop thinking in silos and start treating AI as a unified, strategic capability, one that blends prediction with creation, logic with language and structure with flexibility."
Boost student satisfaction with smarter course webpage design—clear navigation, simple visuals, and customization for better online learning.
EDTECH@UTRGV's insight:
"Students form impressions about your course page in less than a second (Lindgaard et al., 2006). If it’s cluttered, confusing, or bland, you might lose them before they even start the first lecture."
me parece que contribuye a mejorar la educación en línea porque facilita la organización clara de la información, ofrece una experiencia de usuario intuitiva y accesible, integra recursos multimedia que atienden diferentes estilos de aprendizaje, promueve la interactividad y la participación, y permite personalizar el ritmo de estudio. Además, al incluir herramientas de seguimiento y evaluación, los estudiantes pueden monitorear su progreso y los docentes ajustar sus estrategias, lo que genera un entorno virtual más inclusivo, motivador y efectivo para enseñar y aprender.
"Until now, technological advancement has meant that as time progresses, the outcomes we can anticipate from technology improve: phones get smarter, cars self-drive, and computers run factories. However, that was when technology was a straightforward program that completed a task. The more advanced the task, the more complex the programming to meet the task’s expectations. Artificial intelligence (AI), however, is the exception to this technology rule because it is not a program, and as it gets smarter, it may leave our control in favor of its own."
EDTECH@UTRGV's insight:
"[T]he alignment problem is the potential for a machine’s purpose to reach a developmental stage and speed where its goals do not align with human goals, which may cause unknown tragic consequences for humankind"
"The widely-shared study on AI reducing critical thinking has been misinterpreted as an argument against AI in education. In reality, the author advocates for teaching students to think critically with AI, not without it."
EDTECH@UTRGV's insight:
"[T]the author advocates for teaching students to think critically with AI, not without it [by] implementing debate formats and project-based learning that incorporate AI tools."
While artificial intelligence tutors appear to gain traction in schools, little research exists on the efficacy of these tools for students.
EDTECH@UTRGV's insight:
"Schools’ growing interest in artificial intelligence tutoring tools comes at a time when district leaders are being encouraged by the federal government to learn into AI more."
New, accredited colleges and universities, positioned as disruptive relative to traditional institutions, may soon appear.
EDTECH@UTRGV's insight:
"Although accredited higher education institutions will continue to exist, many will consequently look quite different from what the dominant ones do today"
Fake AI images can lie. But people lie, too, saying real images are fake. Call it the ‘liar’s dividend.’ Call it a crisis of confidence.
EDTECH@UTRGV's insight:
"In 2019, when deepfake audio and video became a serious problem, legal experts Bobby Chesney and Danielle Citron came up with the term “liar’s dividend” to describe the advantage a dishonest public figure gets by calling real evidence “fake” in a time when AI-generated content makes people question what they see and hear."
ChatGPT's new Agent Mode can browse the internet, complete spreadsheets, and even answer emails.
EDTECH@UTRGV's insight:
"AI agents can perform tasks such as check and send emails, create and complete spreadsheets, run code, check hotel reservations, order ingredients, and more."
Discover inclusive, creative and sustainable strategies, from playful learning and visual tools to culturally relevant teaching and co-created assessments, to better motivate today’s students
EDTECH@UTRGV's insight:
"To truly motivate students, we must move beyond outdated models rooted in extrinsic pressure. By using playful, active and visual learning; embedding diverse cultural perspectives; designing assessments that reward reflection and real-world application and listening closely to student voices, we can create a more inclusive and responsive educational experience."
"During our essay writing, one of my students excitedly approached me with their essay’s introduction. I read it over, and immediately, I could tell something was off. This student and I had been working all year on their spelling and grammar, and suddenly, both were perfect. The structure of each sentence flowed smoothly, using language I have not known this student to use in their writing in class. I asked him to tell me what the words in his writing meant, and he could not. I asked him to summarize his writing, but he could not."
EDTECH@UTRGV's insight:
"When students are given a myriad of digital ways to avoid opportunities to build their academic resilience, it becomes our responsibility to teach them the power and importance of their full abilities."
If Netflix knows your next binge-worthy show, why can’t Learning & Development predict the skills you’ll need next? Dive into how AI is shaping upskilling!
EDTECH@UTRGV's insight:
"Our learners are growing. Their roles evolve. Their projects change. Why shouldn’t their learning paths reflect that?"
A look at OpenAI, Anthropic, and Google's new study modes and what might come next.
EDTECH@UTRGV's insight:
"OpenAI, Anthropic, and Google have all launched dedicated learning experiences within their flagship products, and this represents a fundamental shift in how AI companies think about education."
By doing more and more of our "thinking" for us, artificial intelligence may be diminishing our critical thinking skills.
EDTECH@UTRGV's insight:
“Ultimately, the choice rests with each individual: whether to take the convenient route of allowing AI to handle our critical thinking, or to preserve this essential cognitive process for ourselves.”
How often people use ChatGPT varies by country—India leads with 36% daily users, while Japan has the lowest daily adoption at 6%.
EDTECH@UTRGV's insight:
"India has the highest daily ChatGPT usage at 36%, well above the global average of 17%. Japan has the lowest daily usage (6%) and one of the highest “rarely” rates at 42%."
AI won’t replace teachers--but thoughtful AI use can lead to deeper student engagement and increased classroom efficiency.
EDTECH@UTRGV's insight:
"As artificial intelligence (AI) continues to reshape the educational landscape, teachers have a unique opportunity to model how to use it responsibly, creatively, and strategically."
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