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EDTECH@UTRGV
onto Educational Technology News July 10, 2017 3:19 PM
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Teachers are being forced to adapt to Wolfram Alpha, which executes homework perfectly and whose use almost impossible to detect.
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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.
Katlego Mofokeng's curator insight,
May 19, 3:46 PM
Using technology in education proves affective in helping students/ learners accelerate their learning progress.
Elena Galeote's comment,
December 29, 6:51 AM
Desde mi punto de vista, el Master of Education in Education Technology responde de manera acertada a las necesidades actuales del ámbito educativo, donde la integración pedagógica de la tecnología es cada vez más importante. El enfoque basado en proyectos potencia un aprendizaje significativo, ya que permite a los maestros diseñar y aplicar recursos digitales directamente en sus contextos escolares. Además, el formato online y acelerado facilita la actualización profesional continua, lo que considero clave para mejorar la práctica docente y promover una educación más creativa y eficaz.
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This article includes insights into the preferred learning means of employees, blending both human guidance and AI-driven efficiency.
EDTECH@UTRGV's insight:
"Bots are fast; they give you immediate access to information. Humans give insight into the information and help you understand the meaning of what you learned. When they work together, they create the ultimate training program in corporate training."
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As generative AI tools mature, AI predictions contend that K-12 education will leverage AI in new ways to transform teaching and learning.
EDTECH@UTRGV's insight:
"As generative AI technologies evolve, educators are moving away from fears about AI-enabled cheating and are embracing the idea that AI can open new doors for teaching and learning."
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To prevent students from relying on artificial intelligence to write and do homework for them, many professors are returning to pre-technology assessments and having students finish essays in class.
EDTECH@UTRGV's insight:
"At the three largest educational institutions in Syracuse — Syracuse University, Le Moyne College and Onondaga Community College — many professors are returning to pre-technology assessments while students use AI to study in futuristic ways."
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While employers believe higher ed is worth the investment, they also identified a new slate of programming they desire from graduates.
EDTECH@UTRGV's insight:
Employers identified three key characteristics they desire from graduates that may help them earn a job in a tight market: AI, Experiential learning, and Microcredentials.
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"President James Garfield described the ideal college as Mark Hopkins on one end of a log and a student on the other – two people, a conversation, shared understanding. The log is still there. But now there’s a third presence: AI that can generate perfect looking answers that may be entirely false. And neither the student nor the professor can reliably tell the difference."
EDTECH@UTRGV's insight:
"[S]tudents are fluent in generating content with AI, but untrained in verifying it. They’re accelerating into an AI landscape faster than institutions can prepare them."
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Our book, Teaching and Learning in the Age of Generative AI, was featured by Forbes in an article by Dan Fitzpatrick titled “8 AI Books Published in 2025 That Every Educator Needs on Their Shelf.” The article highlights the book’s value in bringing together diverse scholarly and practical perspectives on generative AI in education. In particular, Professor Jason Gulya of Berkeley College (a contributor to the book) noted the strength of the volume’s range of voices and approaches, emphasizing its balance of theoretical and applied perspectives, as well as its thoughtful treatment of both the promise and the potential perils of AI technologies in teaching and learning.
EDTECH@UTRGV's insight:
It’s encouraging to see conversations around generative AI in teaching and learning reaching a broader audience, and the book being included in that discussion. Preview the book here: https://bit.ly/4jVce93
Alessandro Cerboni's curator insight,
December 29, 12:17 PM
L'articolo sottolinea il valore del libro nel riunire diverse prospettive accademiche e pratiche sull'intelligenza artificiale generativa nell'istruzione. In particolare, il professore Jason Gulya del Berkeley College (uno dei collaboratori del libro) ha sottolineato la forza della varietà di voci e approcci del volume, sottolineandone l'equilibrio tra prospettive teoriche e applicate, nonché la sua attenta analisi sia delle promesse che dei potenziali pericoli delle tecnologie di intelligenza artificiale nell'insegnamento e nell'apprendimento.
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"Imagine you had an unlimited budget for individual tutors offering hyper-personalised courses that maximised learners’ productivity and skills development. This summer I previewed this idea – with a ridiculous and solipsistic test.
I asked an AI tutor agent to play the role of me, an Oxford lecturer on media and AI, and teach me a personal master’s course, based entirely on my own work."
EDTECH@UTRGV's insight:
"The course was a great learning experience, even though I supposedly knew it all already. So in the inevitable student survey, I gave the agentic version of me well-deserved, five-star feedback."
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AI expansion is expected to harm the environment and the job market — and has many unknowns, which is something that all teachers, professionals, legislators and education leaders should reckon with before encouraging its use.
EDTECH@UTRGV's insight:
"Any AI practice or plans within the educational field should, at the very least, acknowledge the complicated reality of its continued use."
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Students can (and should) still show their work in the age of AI--but it might look a little different in today's classroom.
EDTECH@UTRGV's insight:
"Teachers ask students to show their work to prevent cheating and also to understand students’ thinking. Students can (and should) still show their work in the age of AI, but it might look a little different. It could mean showing their questioning process with an AI bot or explaining how they used AI to develop their thinking."
Elena Galeote's comment,
December 28, 8:40 AM
Desde mi punto de vista, el artículo “Navigating AI in the Modern Classroom” presenta un análisis riguroso sobre la integración de la inteligencia artificial en los entornos educativos. Considero relevante la manera en que el artículo aborda el uso de la IA no solo como una herramienta tecnológica, sino como un recurso pedagógico que, bien aplicado, puede fortalecer el pensamiento crítico y la autonomía de los alumnos. Además, el artículo invita a una reflexión necesaria, lo que refuerza mi opinión de que la incorporación de la IA en el aula debe estar guiada por criterios pedagógicos y una formación adecuada tanto para los docentes como para el alumnado.
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"Artificial intelligence is here to stay. Faculty members explain how to keep students engaged in their own learning and prevent them from relying on AI."
EDTECH@UTRGV's insight:
"[L]earning requires practice... the point of almost all coursework is the act of doing it."
Elena Galeote's comment,
December 28, 9:12 AM
El artículo plantea de manera constructivista que intentar “blindar” el aula frente a la inteligencia artificial es poco realista, y destaca con claridad que la clave está en adaptarse de forma creativa. Su enfoque resulta fundamental porque desplaza el debate del control y la prohibición hacia la innovación pedagógica, alentando a docentes y alumnos a repensar cómo se enseña y cómo se aprende. Además, invita a priorizar competencias como el pensamiento crítico, la reflexión ética y la capacidad de análisis, que no pueden ser sustituidas por la tecnología. El artículo ofrece una visión optimista y necesaria sobre el futuro de la educación, la cual debemos reflexionar como docentes.
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"Accessible artificial intelligence (AI) tools can help educators streamline course development, integrate evidence-based teaching strategies, and optimize workflows for more efficient, individualized instruction."
EDTECH@UTRGV's insight:
"The future of teaching is not about replacing instructors with AI but about empowering them with AI tools to become more effective, efficient, and impactful educators."
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"People are more irreplaceable than ever before, even in the age of automation. Especially in the age of automation."
EDTECH@UTRGV's insight:
"[B]y removing low-value, repetitive tasks, it sharpens the distinctly human capabilities that underpin trust in business: judgment, creativity, intuition, ethical reasoning and emotional intelligence."
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When new cellphone policies arrive, small schools are responding with creativity, collaboration and a focus on student well-being
EDTECH@UTRGV's insight:
"State legislation related to student cellphone use is arriving quickly, and many small schools are working to translate those new requirements into everyday classroom practice."
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From
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"The most useful research on emerging technology is never just technical. In the case of AI in education, it has to be interpreted through the learning experience, professional judgement, and the realities of how learning actually works."
EDTECH@UTRGV's insight:
"These ten papers do not offer easy answers. What they offer instead is perspective. Together, they show how AI is reshaping classroom culture, assessment, collaboration, and even students’ sense of self."
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EDTECH@UTRGV's insight:
"Ungrading shifts the focus from traditional letter or number grades to more holistic and student-centered methods of assessment. This approach aims to emphasize learning, growth, and mastery over the pressure and stress associated with traditional grading structures"
Elena Galeote's comment,
Today, 7:21 AM
El artículo “Descalificación: cambiar el enfoque de las calificaciones al aprendizaje” propone una reflexión acertada al cuestionar una evaluación centrada únicamente en la nota y destacar la importancia de valorar el proceso de aprendizaje. Considero acertado que se plantee la evaluación como una herramienta para mejorar y no solo para medir, ya que esto favorece la motivación y el aprendizaje significativo. Este enfoque se puede fortalecer con el uso de las TIC en el aula, ya que las herramientas digitales permiten una evaluación más formativa, con retroalimentación continua, seguimiento del progreso y mayor participación del alumnado, haciendo que aprender tenga más sentido que simplemente obtener una calificación.
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Doing the mental work of connecting the dots across multiple web queries appears to help people understand the material better compared to an AI summary.
EDTECH@UTRGV's insight:
"Since the release of ChatGPT in late 2022, millions of people have started using large language models to access knowledge. And it’s easy to understand their appeal: Ask a question, get a polished synthesis and move on – it feels like effortless learning."
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"Over the past year, the shift from AI as a tool to AI as institutional infrastructure has become unmistakable. Students have already integrated AI into daily academic workflows, vendors are pushing enterprise deployments, federal and accreditation expectations are rising, and labor-market volatility is forcing colleges to rethink how learning connects to opportunity."
EDTECH@UTRGV's insight:
"The question is no longer whether to adopt AI. It’s what becomes the new operating model for teaching, assessment, student support, and workforce pathways in an AI-native world."
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"Forget the AI panic. Forget the AI plagiarism wars. The smartest voices in education have broken free of the breathless hype-cycle and entered into something much more useful. That is practical wisdom.
After two years of defensive policy making, hasty implementations and heated debates about whether it’s right for students to touch AI, 2025 saw the arrival of nuanced and practical works by thought leaders around the world."
EDTECH@UTRGV's insight:
"What unites all of these eight books is the acknowledgment that the question is no longer whether AI will transform education. It already has. The true question, the one that every educator now has to answer, is whether educational providers will use it to support the status quo or whether they will embrace reimagining what learning can mean."
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As schools and universities take varying stances on AI, some teachers believe the tech can democratize tutoring. Here's how - and where the drawbacks lie.
EDTECH@UTRGV's insight:
"All the AI companies now often offer, for free, a learning mode that makes the AI less likely to give you the answer and more likely to act like a normal tutor," said Mollick. "Those things will result in better outcomes."
Miriam Senent's comment,
December 28, 12:34 PM
El artículo plantea si las “clases particulares” con inteligencia artificial puede ayudar a reducir la brecha educativa, especialmente para alumnado que no tiene acceso a apoyo personalizado fuera del aula. En matemáticas, donde las dificultades se acumulan rápidamente, un sistema de tutoría que ofrezca práctica guiada y retroalimentación inmediata podría ser útil como refuerzo. Sin embargo, el debate no es solo tecnológico: el impacto depende de quién puede acceder a estas herramientas, con qué condiciones y con qué propósito pedagógico.
Una mirada crítica señala que la IA en educación puede ampliar desigualdades si se implementa sin considerar los factores socio-técnicos (acceso, transparencia, agencia del alumnado y del profesorado, y diseño centrado en las personas) (Bulathwela et al., 2021). En el marco de la educación digital, el reto es que la IA complemente la enseñanza, apoye el razonamiento y no sustituya la comprensión. Referencia Bulathwela, S., Pérez-Ortiz, M., Holloway, C., & Shawe-Taylor, J. (2021). Could AI democratise education? Socio-technical imaginaries of an EdTech revolution (arXiv:2112.02034). arXiv. https://arxiv.org/abs/2112.02034
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Students – and all manner of professionals – are tempted to outsource their thinking to AI, which threatens to undermine learning and credibility. A philosophy professor offers a solution.
EDTECH@UTRGV's insight:
"I see education as the proving ground for a new challenge: learning to work with AI while preserving the integrity and visibility of human thinking."
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Ed tech maturity models can help institutions map progress and make smarter tech decisions.
EDTECH@UTRGV's insight:
"With the right mindset, a shared roadmap, and a willingness to start where you are, ed tech transformation becomes a practical and achievable path forward."
Elena Galeote's comment,
December 29, 7:19 AM
El artículo “Where Are You on the Ed Tech Maturity Curve?” plantea de forma precisa cómo la tecnología puede integrarse gradualmente en las instituciones educativas y destaca la importancia de enderezarla con los objetivos pedagógicos, lo cual es positivo porque refuerza la idea de que la tecnología debe apoyar el aprendizaje y no ser un fin en sí misma. No obstante, presenta una visión algo idílica, ya que no considera suficientemente las limitaciones reales del contexto escolar, como la falta de recursos, la brecha digital o la formación docente. En conjunto, es un buen marco de referencia, pero necesita una mirada más contextualizada para que la tecnología educativa tenga un impacto verdaderamente significativo.
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Integrating edtech learning strategies into classrooms brings sustainability and enhanced learning experiences to the forefront.
EDTECH@UTRGV's insight:
"Traditional classroom settings are evolving, integrating tools and techniques that prioritize active participation and collaboration."
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"A student reflects on how generative artificial intelligence is reshaping learning and cognitive development, urging colleges and universities to guide students toward responsible uses of AI to preserve critical thinking skills."
EDTECH@UTRGV's insight:
"As the first generation to grow up with AI, current college students must use it productively and ethically. We need to be a part of creating the norms that shape its use—before it shapes us."
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"After years of accelerated hype, 2026 is shaping up to be a year of 'recalibration' for artificial intelligence (AI)."
EDTECH@UTRGV's insight:
"[T]he next era of AI will not be defined by more powerful models or more compute-intensive calculations, but by consistency, credibility, trust and the ability to interpret emotion, nuance and situational cues with enough fidelity to feel meaningfully helpful."
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Technology is driving at least two trends in young people that colleges should have an answer for: self-education and loneliness. Meanwhile, employers increasingly value social and collaborative skills that AI cannot provide.
EDTECH@UTRGV's insight:
"As AI handles more analytical tasks, the premium on distinctly human capacities — reading complex social dynamics, building trust across difference, exercising judgment in ambiguous situations — will only grow. Colleges may be the last institution proficient in developing these human capabilities at scale."
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