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Looking for a Textbook on Generative AI in Education?
Teaching and Learning in the Age of Generative AI: Evidence-Based Approaches to Pedagogy, Ethics, and Beyond Edited by Joseph Rene Corbeil & Maria Elena Corbeil (2025) 🏆 Winner of the 2025 Systems Thinking & Change Division Outstanding Book Award from the Association for Educational Communications and Technology! If you are designing a course that addresses generative AI in education, this award-winning volume provides a research-driven, classroom-ready foundation. Rather than offering hype or fear, this book helps educators:
- Ground AI integration in learning theory and research
- Address academic integrity with thoughtful, practical strategies
- Redesign assessment for an AI-enabled world
- Explore ethics, bias, privacy, and institutional responsibility
- Leverage AI to enhance critical thinking and digital literacy
Bookended by historical and forward-looking analyses of AI in education, the chapters move beyond surface-level discussions to provide evidence-based approaches for real classrooms—K–12, higher education, and professional learning environments.
This text is ideal for:
- Undergraduate and graduate teacher education programs
- Curriculum & Instruction courses
- Educational Technology programs
- Higher education faculty development
- School technology coordinators and talent development professionals
Adopting a GenAI textbook for an upcoming semester? We invite you to request an inspection copy and explore how this resource can support your students in navigating AI with skill, ethics, and informed judgment.
Request your inspection copy today.
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EDTECH@UTRGV
September 14, 11:48 AM
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AI can only be as trustworthy as the knowledge base behind it. Learn how to create the governance layer you need before scaling AI tools.
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EDTECH@UTRGV
September 14, 11:44 AM
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Online learning is being reshaped by AI as Duolingo and Coursera pull ahead. Here is how the edtech leaders turn artificial intelligence into growth.
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EDTECH@UTRGV
September 14, 11:38 AM
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The question was never whether technology belongs in schools. It’s which technology, for whom, and under what conditions.
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EDTECH@UTRGV
September 11, 11:13 AM
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AI researchers are warning that faster AI self-improvement could eventually make advanced systems harder for humans to control.
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EDTECH@UTRGV
September 11, 11:08 AM
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A Web Content Accessibility Guidelines audit tells you if a tool passes a test--it won't tell you if students can actually use it.
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EDTECH@UTRGV
September 11, 11:03 AM
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"A lively public debate over classroom screen time has unfolded in the Las Virgenes Unified School District, and that’s a good thing. Parents, teachers and school leaders all share the same goal: helping children learn and thrive. The question isn’t whether technology belongs in schools anymore. It does. The real question is how much is too much."
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EDTECH@UTRGV
September 10, 10:17 AM
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Chatbots can facilitate ‘cognitive offloading,’ or taking shortcuts when learning. But emerging research on AI and cognitive science shows that learning is like a workout.
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EDTECH@UTRGV
September 10, 10:09 AM
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Schools are teaching students how to use AI when they need to learn how to govern, investigate, contain, and morally evaluate it.
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EDTECH@UTRGV
September 10, 10:02 AM
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"Every warning we need about AI was written four hundred years ago. What witches, a forged letter, and a haunted prince can teach you about talking to a machine."
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EDTECH@UTRGV
September 9, 1:06 PM
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The widespread adoption of AI is changing educator preparation what educators need to know and what they need to be able to do.
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EDTECH@UTRGV
September 9, 1:01 PM
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"During my time as a User Researcher at Bossa Nova Robotics, I conducted multiple studies in grocery store aisles watching our inventory-assessing robot do its job. My objective was to identify moments when the robot had to pause because of obstructions or human interference. The goal was to find ways for the robot to better navigate the space and indicate what it was doing to nearby humans and, in doing so, optimize its efficiency."
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EDTECH@UTRGV
September 9, 12:57 PM
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Tools and Trends From Access to Trust: How Online Learning Has Changed Since 2000 August 31, 2026 Tools and Trends Online learning began with one basic promise: Make education available to people who could not come to a campus. Since 2000, online learning has had to do much more than provide access.
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EDTECH@UTRGV
September 14, 11:50 AM
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Using AI in IEP meetings can benefit parents and teachers – if done correctly.
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EDTECH@UTRGV
September 14, 11:46 AM
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The question shouldn't be how much screen time should students have, but what they are doing, what are they learning, and is technology helping?
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EDTECH@UTRGV
September 14, 11:42 AM
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"User Experience did not begin with Don Norman’s job title at Apple. The work is older than the name, and most of it is older than anyone teaching it. You can earn a degree in this field and never hear about John Karlin shaping telephones at Bell Labs in the 1940s, the principles and laws we follow in UX Guidelines, or about the decade the web spent learning to organize itself. School hands you tools, methods and critique; it rarely hands you the history that explains why the tools exist. That gap matters, because the field is not a straight march of progress."
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EDTECH@UTRGV
September 11, 11:15 AM
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Gov. Gavin Newsom signed a set of bills intended to protect children by regulating internet use, including limiting chatbot sessions.
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EDTECH@UTRGV
September 11, 11:12 AM
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Students asking why learning matters in the age of AI forces two teachers to respond.
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EDTECH@UTRGV
September 11, 11:06 AM
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Explore why productive friction matters in education and how universities can protect critical thinking, deep reading, and deep learning in the age of AI.
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EDTECH@UTRGV
September 11, 11:02 AM
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Completion rates alone mean little. The four metric families that show whether training works — plus a 60-second self-check for your program.
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EDTECH@UTRGV
September 10, 10:13 AM
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"When machines soon match every human expert, what’s left for students to do? The answer: instructional redesign and students developing what I call Standing — a maker’s stake in their communities."
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EDTECH@UTRGV
September 10, 10:06 AM
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"A randomized trial involving 1,053 Bocconi University students found ChatGPT improved conventional performance scores while critical-thinking training increased idea diversity."
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EDTECH@UTRGV
September 9, 1:07 PM
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This article explores the value of taking human ownership of AI-assisted work to consider whether it is truly ready to use.
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EDTECH@UTRGV
September 9, 1:05 PM
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A retrieval-augmented generation tool (RAG) helps students move from asking AI for answers to asking it to help them find, examine, and explain evidence
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EDTECH@UTRGV
September 9, 12:59 PM
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"The cause sits upstream: unread intent, missing oversight, thin context, loose language, unset expectations, no evals, fuzzy outcomes, and the wrong tool for the job. Here’s the AI checklist."
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EDTECH@UTRGV
September 9, 12:55 PM
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"This report is a call to action. Through five intense months of meetings, research, and outreach across the MIT community, the Ad Hoc Committee on AI Use in Teaching, Learning, and Research Training sought to understand the role of generative AI in the life and educational mission of the Institute and recommend how to navigate its challenges and opportunities. In January 2026, Chancellor Melissa Nobles, Provost Anantha Chandrakasan, and Faculty Chair Roger Levy charged us1 specifically to: - Assess current AI use at MIT.
- Identify innovations in teaching and student assessment.
- Propose an AI use policy."
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Scoop.it!
I've been tinkering with it for a while and I'm beginning to see patterns in its responses. It shouldn't be very difficult to spot AI generated content if you know what to look for.