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EDTECH@UTRGV
onto Educational Technology News October 5, 2017 11:36 AM
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"BYOT–which stands for Bring Your Own Technology–is a natural response to need for progressive learning tools in the 21st century classroom. There are a variety of factors that contribute here, including the rapid growth of technology, planned obsolescence on behalf of the technology manufacturers, the cost of technology, the ubiquity of technology in the lives of many learners, and, on a larger scale, the continued explosion of age of information itself."
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EDTECH@UTRGV
June 5, 11:07 AM
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No AI algorithm can replace the human dialogue that helps students feel seen, challenged, and understood by their teachers.
"We should use AI in ways that strengthen instruction without weakening connections between teachers and students"
Should we priviledge student-teacher relationship or AI feedback?
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EDTECH@UTRGV
June 5, 11:04 AM
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If you go to your favorite social media site, you will find it full of posts that start to look suspiciously similar to each other:
"If you use AI a lot, you probably have noticed how much AI writing is around you (frequent AI users have historically done quite well identifying AI writing), if not, I promise you it is much more than you think."
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EDTECH@UTRGV
June 5, 11:01 AM
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"It has been two years since Co-Intelligence, my book about AI, was published, and it was successful beyond what I could have hoped (it was a New York Times bestseller and has been translated into 25+ languages, with the biggest markets being the Netherlands and Korea). I don’t think the book is out-of-date, exactly, but it was written about a world of chatbots and earlier AI models. In that world, working with an AI was a cooperative exercise, involving prompting a chatbot back-and-forth, adding your own knowledge and skepticism as you went. Humans were at the center, chatbots were your helpers."
"When should you refuse AI’s help, even when it is offering? When should you hand over the keys entirely? And what do you do when the AI is no longer just your assistant, but your reader, your critic, and the gatekeeper standing between your work and its audience?"
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EDTECH@UTRGV
June 4, 9:50 AM
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Successful AI adoption in K–12 districts begins with a strong, secure data foundation.
“AI systems are only as reliable as the data they access, so districts need governance, privacy and data protection strategies in place from the beginning.”
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EDTECH@UTRGV
June 4, 9:47 AM
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There are no easy answers about AI implementation in schools. These questions can help you and your students start a conversation.
"[A] school’s AI policy needs to be deeply aligned with the school’s values. And that requires thoughtful, school-wide conversations about those values."
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EDTECH@UTRGV
June 4, 9:44 AM
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The advent of generative AI plus questions about the relevance of higher education call for a closer look at how critical thinking skills are taught and measured. Kate Williams offers ways to level up traditional assessment formats
"Formative assessment is a powerful first step in guiding the development of critical thinking skills and its interactive, low-stakes nature makes it relatively immune to inappropriate AI use."
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EDTECH@UTRGV
June 3, 12:35 PM
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School districts are adopting AI policies more than ever, but a lack of resources, funding and expertise has some still concerned.
"While schools have made progress in technology adoption — from artificial intelligence guidelines to vetting education technology — they still struggle with the lack of resources, funding and expertise"
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EDTECH@UTRGV
June 3, 12:33 PM
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As education leaders start to craft an AI policy that is both practical and flexible enough to evolve with this fast-changing technology, there is at least one principle that should be foundational: AI should serve to augment human critical thinking and creativity but never replace human interaction and decision-making.
"Responsible AI use depends on training and engagement: Teacher professional development and student-centered AI use should prioritize critical thinking, creativity, and personalized learning over cheating prevention."
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EDTECH@UTRGV
June 3, 12:28 PM
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School leaders must weigh quantitative data against qualitative insight and focus on long-term outcomes rather than short-term fluctuations.
"Without intentional analysis and context, even the most robust datasets can lead to misguided actions and missed opportunities. The difference between insight and noise lies in what leaders do before acting."
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EDTECH@UTRGV
June 2, 10:30 AM
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Credentialing programs in artificial intelligence are multiplying fast, but educators and researchers say their value depends on workplace relevance, hands-on learning opportunities and measurable career outcomes.
"An AI credential can signal two things employers are looking for,...In the immediate term, it shows technical AI skills, and in the long term, it shows a willingness to upskill and continue learning, which...will be important as technology evolves."
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EDTECH@UTRGV
June 2, 10:23 AM
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Districts that creates the right language, the structure, and competence statements around AI will get a return on whatever platform it picks
"American districts trying to land a shared AI structure are spending too much time on tooling and too little on the question that actually drives teacher uptake."
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EDTECH@UTRGV
June 2, 10:18 AM
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A five-stage framework, enhanced by GenAI, can help educators create more interactive, inclusive and responsive online learning experiences that boost student engagement and learning online
"We developed the “5E” framework (engage, explore, explain, elaborate and evaluate) to structure our online sessions around five learning stages."
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EDTECH@UTRGV
June 5, 11:08 AM
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AI platforms are not replacing traditional eLearning systems, but are offering smarter content, and personalized and faster support.
"Instead of pushing everyone through the same tunnel, AI-supported learning can behave more like a coach. It notices patterns. It responds. It adapts. And that is where the old eLearning model begins to look limited."
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EDTECH@UTRGV
June 5, 11:05 AM
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Campuses are spending big on AV technology and wondering why it still doesn't just work. The answer isn't better gear. It's a better foundation.
"AV reliability starts with infrastructure: Unreliable classroom technology is often an infrastructure problem, not a hardware problem."
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EDTECH@UTRGV
June 5, 11:02 AM
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What new data tells us about the complex impact of AI on L&D (mid-2026)
"The AI debate is usually black and white — it’s either saving us or ruining us. The reality is less convenient: AI’s impact on our work and our roles isn’t good or bad, it’s both, at the same time."
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EDTECH@UTRGV
June 5, 10:55 AM
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What I mean by "Don't Grade the Output, Grade the Thinking" (its not just process based learning).
"[G]enerative AI didn’t create the gap between learning process and academic product. That gap was always there, AI just made it impossible to ignore."
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EDTECH@UTRGV
June 4, 9:49 AM
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As districts face tighter budgets, cyber risk and artificial intelligence adoption questions, technology leaders are putting measurable impact at the center of purchasing decisions.
"When technology works, teachers can keep teaching; when it doesn’t, learning loses momentum."
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EDTECH@UTRGV
June 4, 9:46 AM
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As AI accelerates how certification programs are built, the real challenge is how to overcome the resistance that slows teams down.
"The resistance to AI is rarely about the technology itself. It stems from concerns around control, trust, and uncertainty."
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June 3, 12:41 PM
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"university degree has long been the world’s most trusted signal of advanced skills, but as AI becomes embedded in learning, that signal is coming under new pressure. Students say AI is improving their grades, while educators are becoming less confident they can verify how that work is produced"
"The solution to AI in HE is not more software. It is ‘knowing your student’ (KYS). The idea borrows from the banking sector’s ‘Know Your Customer’ regulatory and compliance process used to combat fraud. Banks...build contextual understanding over time: patterns, histories, habits, inconsistencies and relationships"
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EDTECH@UTRGV
June 3, 12:34 PM
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With AI’s rapid integration into workplaces and higher ed, the humanities have a critical role to play in establishing the human aspects of AI use.
"Ethical reasoning, cultural awareness and human judgment provide the frameworks needed to ensure AI enhances human potential rather than diminishes it."
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EDTECH@UTRGV
June 3, 12:31 PM
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AI literacy can help protect students against the dangers of AI. Having students interrogate AI is one of the best ways there is to build up their cognitive defense systems.
"AI is being sold as a product that increases productivity and even creativity. The only way to articulate its dangers is to engage in research."
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June 3, 12:26 PM
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AI systems hold the promise of competitive advantage, but they can usher in cognitive decline among workers, says MIT Sloan School of Management’s Eric So. Learn how to protect cognitive capital.
"When workers become overreliant on AI, there’s a risk of significant skills collapse. Workers may fall victim to “AI gravity” — the constant pressure to outsource more thinking to AI in order to become more efficient."
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EDTECH@UTRGV
June 2, 10:27 AM
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It’s graduation season, and people entering the workforce now can turn the 2026 hiring slowdown into a career launchpad using practical skills — and some surprising suggestions.
"While many organizations are attempting to leverage AI to assist in areas such as security operations centers (SOCs), which can affect entry-level roles, industry insiders continue to see a need for a workforce that is knowledgeable about what these technologies can do, how they fit into the broader business strategy, and how to deploy them effectively to increase security while reducing risk.”
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EDTECH@UTRGV
June 2, 10:21 AM
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Where the AFT's new 10-point plan gets it right, where it falls short, and why “devices down” is not the path to meaningful learning.
"The 10-point plan’s name, “Devices Down, Eyes Up, Hands-On,” may sound appealing, especially to adults exhausted by distraction, low-quality screen use, and Big Tech overreach. The problem is that it aims at the wrong target. Devices are not the enemy of active learning. Passive, drill-and-kill learning is."
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EDTECH@UTRGV
June 2, 10:15 AM
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Students and academics are on different planets in terms of AI use, creating a culture of distrust and secrecy. Dina Kamel offers three ways to close the gap
"62 per cent of students felt their lecturers viewed them with automatic suspicion, and 57 per cent reported hiding their AI use even when they believed it was legitimate. This highlights a failure of mutual transparency: students declare AI use but faculty rarely do the same. The result is a classroom of silent distrust – the opposite of the open culture we claim to foster."
