Digital literacy skills are too important to relegate to the margins of the curriculum, Tahneer Oksman writes. “Write a brief history of your relationship to digital technologies, including social media.”
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.
Real student engagement happens in the head of the learner, and that's harder to quantify when analyzing synchronous or asynchronous learning.
EDTECH@UTRGV's insight:
"When we’re measuring butts in seats or time in front of a screen with an instructor on the other end, live, we’re measuring what’s easy to measure, not what’s important. Real student engagement happens in the head of the learner, and that is far harder to quantify."
"Today’s story about micro-credentials is really about their recognition, says Simone Ravaioli, a leading global credentials expert. “If we spent the last 30 years working on learning, the next 30-plus years will be focused on recognition. In a sense, the narrative is shifting from lifelong learning to lifelong recognition.”
EDTECH@UTRGV's insight:
"Credentials policies are being written in the form of structured data requirements rather than just guidelines. Every credential must include standardised information – such as learning outcomes, level, workload, assessment, recognition and quality assurance. By giving consistent descriptors, policies help align technology and make micro-credentials more transparent and comparable."
Find out how common AI hallucination is for leading models, and what that means for the businesses that rely on them.
EDTECH@UTRGV's insight:
"Many of today’s AI models struggled when asked to identify and cite news sources from an excerpt, producing frequent errors. The highest overall AI hallucination rate was 94 % for Grok‑3, indicating nearly all its answers were incorrect."
"This book takes a clear, practical look at AI and AGI using Badrul Khan’s e‑Learning Framework, which organizes online learning into eight connected areas: teaching and learning, technology, screen and layout design, assessment, program management, learner support, ethics, and institutional policies.
It explains how today’s AI works best when the tasks are structured and follow clear rules, such as automating parts of lessons, adjusting activities to each learner, and spotting patterns in learning data. But when situations are unclear, values conflict, or decisions are highly personal or ethical, the book shows why human judgment and responsibility are still central and cannot simply be handed over to machines.
As AGI develops, the book uses real-world examples and expert insights to help readers decide when intelligent technologies genuinely improve education and when human insight, care, and leadership must guide or limit their use."
EDTECH@UTRGV's insight:
"Researchers and practitioners are invited to submit on or before January 14, 2026, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter."
Colleges that modernize infrastructure, adopt responsible AI, and build inclusive hybrid experiences can build relevance with Gen Alpha.
EDTECH@UTRGV's insight:
"In just a few years, the first students from Generation Alpha will begin their college search. Born after 2010, they are entering higher education as true digital natives whose earliest memories include touchscreens, streaming content, and artificial intelligence. Their arrival will test every assumption colleges hold about technology, teaching, and engagement."
Discover how educators can use AI tools like NotebookLM and Suno to hear student evaluations differently—transforming feedback into reflective, motivating, and actionable insights for course improvement.
EDTECH@UTRGV's insight:
"I had been playing with Google’s recently released NotebookLM (notebooklm.google.com) and I wondered what raw survey data might sound like in the “podcast” feature. I started with just my self-created mid-course evaluations and it was really interesting to hear two “people” talk about my class."
Rather than railing against AI, educators could see this moment as an overdue correction and redesign assessment around what matters: the process by which humans think, revise and learn
EDTECH@UTRGV's insight:
"Generative artificial intelligence (GenAI) has exposed something higher education has obscured for decades: our obsession with the final product. A polished essay - our supposed gold standard - can now be generated in seconds by a system that has never read the assigned texts, wrestled with uncertainty or learned anything at all."
"As AI mirrors how we design and learn, our role evolves from creating interfaces to defining the signals that shape intelligent experiences."
EDTECH@UTRGV's insight:
"When we design digital experiences, countless events occur on the front end and back end. Some happen autonomously, some because of user actions. Each is a potential signal, but we need a structured way to interpret them."
Students use AI to write papers, professors use AI to grade them, degrees become meaningless, and tech companies make fortunes. Welcome to the death of higher education.
EDTECH@UTRGV's insight:
"[W]e need to be asking critical questions about what AI is doing to education, labor, and democracy"
"In November, 2022—just 1 day before OpenAI launched ChatGPT publicly—teacher Winston Roberts's daughter was born. Roberts said to his wife something like, "This tool is going to change everything!" and his wife said, "That's great! Now hold the baby."
The connection between the two was not lost on Roberts: (a) a groundbreaking AI tool and (b) youth who will need to navigate AI to thrive."
EDTECH@UTRGV's insight:
"If AI can convincingly complete an assignment, then the assignment (not the student using AI) is a problem."
Buying learning technologies for technology's sake helps no one--not students, not faculty, and certainly not higher ed institutional outcomes
EDTECH@UTRGV's insight:
"Real learning demands that students actively engage with material in productive ways. They must struggle with complex ideas, revise their understanding of concepts, and apply new knowledge to solve problems."
What are the developmental implications of student-AI relationships, and how can we guide them to use this technology in safe, meaningful ways?
EDTECH@UTRGV's insight:
"[N]early 3 in 4 teens have used AI companions. This raises critical questions for educators and families: What are the developmental implications of these relationships, and how can we guide students to use this technology in safe, meaningful ways?"
"There is a growing demand from students to integrate generative AI across the curriculum. In the past year, student perceptions have actually strengthened on this issue: learners increasingly view generative AI as a collaborative tool to coach and support active learning and critical thinking."
Regardless of how early students begin, experts agree that its crucial to make sure students understand how the tech works, not just how to use it.
EDTECH@UTRGV's insight:
"As early as kindergarten, students are starting to recognize patterns,... Machines are looking at and recognizing patterns to make their decisions… By 1st grade, students are investigating how patterns can be used by people.”
"Imagine spending thousands of dollars on an edtech product for your school or district that promises to transform student learning, only to watch students struggle to engage with it. It’s a scenario we’ve heard about repeatedly from educators. While teachers and education leaders are the ones making the procurement decisions, the end users — students themselves — are often left out of the conversation."
EDTECH@UTRGV's insight:
"Above all else, students wanted products that are easy to use, with a clean design and smooth functionality."
Higher education’s path forward lies in bringing its mission to life through digital experiences that complement tradition.
EDTECH@UTRGV's insight:
"When colleges approach transformation through this human-centric lens, technology becomes more than infrastructure and bridges the institution’s purpose to the people it serves."
Conversations with Kevin Hogan: FETC 2026 keynote speaker Alana Winnick argues schools must explain the "why" behind cell phone bans and teach students self-regulation for the real world.
EDTECH@UTRGV's insight:
In this podcast Winnick talks about the importance of explaining the why behind phone bans.
"Agentic AI—the latest wave of artificial intelligence—doesn’t just generate text or code. It takes action. Whereas early large language models (LLMs) could answer questions or summarize information, agentic systems can now perform complex tasks independently, autonomously trigger workflows, and collaborate with other agents."
EDTECH@UTRGV's insight:
“Maybe within 12 or 24 months we’re actually going to stop talking about AI, and not because it won’t exist anymore,... It’ll just be a capability that we expect machines to do.”
New UK research finds ‘extremely personalized’ AI math tutors don’t hallucinate or produce unsafe messages in sessions with kids
EDTECH@UTRGV's insight:
"An AI-powered tutor, paired with a human helper and individual-level data on a student’s proficiency, can outperform a human alone, with near-flawless results, a new study suggests."
Academia is unprepared for the rise in chatbot use among students — but with the right AI tools, personalized learning could soon become a reality.
EDTECH@UTRGV's insight:
"As AI continues to outperform humans in basic tasks such as reading comprehension and computer programming2, concerns have been mounting about its impact on learning and academic integrity. For example, the value of conventional essays and other written assessments is increasingly in doubt, given that AI can now produce writing that often surpasses the quality of most student work."
The structure of college classes will have to change in an AI world. That's according to Roy Magnuson, the director of the newly created Adaptive Edge Institute at Illinois State University. The institute studies new technologies and how they influence teaching. Right now, that's Generative AI.
EDTECH@UTRGV's insight:
"[U]niversities are taking a variety of approaches to AI, everything from thou shalt not ever ever … to full steam ahead, with virtual professors."
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"Just as higher education once made the shift, however unevenly, to integrating writing practices and training across the curriculum—an effect largely of postwar shifts toward increased democratization and diversification of colleges—so too it’s time to make the case for digital literacy across the curriculum in higher education."