"Here’s a sustainable plan to bring you up to speed on a technology that academe can’t afford to ignore."
EDTECH@UTRGV's insight:
"A quiet disaster is unfolding in college classrooms around this country as artificial intelligence becomes an undeniable reality for students — with little or no guidance from professors. Most faculty members never dreamed they would need to learn about an emerging technology as it arrives in real time and, understandably, they don’t feel comfortable talking about it in class."
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.
"By simplifying the task of coding, artificial intelligence has increased the importance of learning computer science. Another year, another viral tweet argues against 'learning to code.'"
EDTECH@UTRGV's insight:
"Debating the employability of computer scientists ignores the most important reason to teach computer science.
The value of computer science has never been solely about tech careers. It’s about equipping students with the foundation to navigate an increasingly digital world, regardless of their passion. Computer science is a liberal art."
"It’s difficult to imagine education ever returning to its previous state since the arrival of Generative AI in classrooms. It was around two years ago in Monterrey, Mexico, I began exploring how artificial intelligence might reshape project-based learning. What started as experimental teaching has evolved into a significant approach now frequently referred to as “PBL 2.0.” I truly believe that rather than some kind of revolution, the evolution of PBL represents a sometimes untidy yet powerful transformation of educational practice."
EDTECH@UTRGV's insight:
"Traditional education often presents learning linearly: master the fundamentals, apply them, and eventually, achieve creativity. But what if this sequence is backward for some learners? Could starting with creative applications actually motivate the mastery of fundamentals?"
A computerized AI coaching support model lets pre-service teachers engage in scalable, self-guided reflection for teacher preparation.
EDTECH@UTRGV's insight:
"An AI-powered video coaching platform enables pre-service teachers to independently reflect on their teaching, receive time-stamped feedback, and improve their practice by aligning lessons with self-identified goals—fostering scalable, self-guided professional growth."
In de VS wordt AI ingezet om toekomstige docenten te begeleiden met directe feedback, gesimuleerde praktijksituaties en reflectievragen. Doel: betere voorberetiding, meer gelijkheid én opschaling van lerarenopleidingen.
� Interessant voorbeeld van hoe AI niet vervangt, maar versterkt.
A computerized AI coaching support model enables pre-service teachers to engage in scalable, self-guided reflection for teacher preparation. It is worth having a look at, as it will likely lead to more improvements for Teachers and Instructors.
This collection explores how social media can be used to develop skills, shape pedagogy and foster online learning communities, as well as support academics in building their professional profiles and extending the reach of their research
EDTECH@UTRGV's insight:
"Educators and influencers share a common goal: engagement. So, what strategies can university teachers take from social media platforms that have mastered the art of audience capture?"
Some students are frustrated that teachers are using AI for grading and planning without telling them, relying on unreliable AI detectors, and replacing student opportunities with automated tools.
"From tools to agency, is this what it would take to thrive as a product designer in the AI era?"
EDTECH@UTRGV's insight:
"AI tools are evolving rapidly but the art of design remains human. Deciding what to make and how to make it exceptional still depends on taste, judgment, craft and your toolkit."
This study investigates the influence of generative artificial intelligence (GAI) on university students’ learning outcomes, employing a technology-mediated learning perspective. We developed and empirically tested an integrated model, grounded in interaction theory and technology-mediated learning theory, to examine the relationships between GAI interaction quality, GAI output quality, and learning outcomes. The model incorporates motivational factors (learning motivation, academic self-efficacy, and creative self-efficacy) as mediators and creative thinking as a moderator. Data from 323 Chinese university students, collected through a two-wave longitudinal survey, revealed that both GAI interaction quality and output quality positively influenced learning motivation and creative self-efficacy. Learning motivation significantly mediated the relationship between GAI output quality and learning outcomes. Furthermore, creative thinking moderated several pathways within the model, with some variations observed across the two time points. These findings provide theoretical and practical insights into the effective integration of GAI tools in higher education, highlighting the importance of both interaction and output quality in optimizing student learning experiences.
EDTECH@UTRGV's insight:
"GAI interaction quality and output quality significantly impact learning outcomes through academic self-efficacy, creative self-efficacy, and motivation (p < 0.05)."
Explore strategies like personalization, relevance, feedback, and community to discover the true link between engagement and performance.
EDTECH@UTRGV's insight:
"When learners understand how they can apply what they've learned to a specific task or their role, they're more likely to engage with the content. This makes relevance the ultimate engagement tool."
Once we move from an object of study to something familiar—from a being to a person—the objectivity is lost. It is through this loss that human connectivity is gained.
EDTECH@UTRGV's insight:
"Education is structured as a system—standardized, measured, and scaled. But learning doesn’t work that way. And teaching? Teaching is human work—improvised, emotional, and deeply personal."
"Even before COVID burst on the scene and drove many schools into online versions of themselves, remote teaching had been gaining popularity. Driven by reasons like flexibility, personal needs, and accessibility, the positives associated with online schooling were convincing many to take a second look."
EDTECH@UTRGV's insight:
"Choosing whether online high school is right for your teen comes down to knowing their needs, strengths, and challenges. If they’re self-motivated, need a flexible schedule, and are comfortable with technology, they may find virtual learning empowering and effective."
"AI literacy is not a new concept. It emerged several years when I was writing for an Ed tech publication. Back then, the talks about AI in education were common with participation of academics, researchers, ed tech companies, and education technologists.
This was before the launch of ChatGPT."
EDTECH@UTRGV's insight:
"Without AI literacy skills future grad students will find it hard to compete for in-demand graduate-level jobs"
How do you intuitively know that you can walk on a footpath and swim in a lake? Researchers from the University of Amsterdam have discovered unique brain activations that reflect how we can move our bodies through an environment. The study not only sheds new light on how the human brain works, but also shows where artificial intelligence is lagging behind. According to the researchers, AI could become more sustainable and human-friendly if it incorporated this knowledge about the human brain.
EDTECH@UTRGV's insight:
"[O]ur way of seeing is deeply intertwined with how we interact with the world. We connect our perception to our experience in a physical world. AI models can’t do that because they only exist in a computer."
AI models are trained to optimize outputs, but in educating children, the process is the point. If we assess children only in terms of what can be “trained,” we repeat the mistake of emphasizing output over experience.
EDTECH@UTRGV's insight:
"Words like “training,” “fine-tuning” and “optimization” are frequently used to describe human behavior. But we don’t train, fine-tune or optimize in the way that AI does."
"While AI is touted by many as a tool to enhance efficiency and act as an unpaid teaching assistant to professors and graduate students, it is also feared by others as the boogeyman lurking behind closed doors, waiting to undermine all human-human interaction in the classroom. The appropriate role of AI in higher education remains a complex issue, with no single answer. Each institution must determine its ethical stance and be prepared to support it."
EDTECH@UTRGV's insight:
"[M]any colleges lack clear ethical policies or guidelines for both faculty and students. This absence leads to confusion and uncertainty."
The type of advanced AI that Isaac Asimov imagined in fiction is finally here. And it's flunking his Three Laws of Robotics.
EDTECH@UTRGV's insight:
"[R]esearchers at Anthropic found that top AI models from all major players in the space — including OpenAI, Google, Elon Musk's xAI, and Anthropic's own cutting-edge tech — happily resorted to blackmailing human users when threatened with being shut down."
A new study shows that over half of teens are regular users of AI companions — and some prefer them to their human friends.
EDTECH@UTRGV's insight:
"[T]hree in four kids have used AI companions, defined by Common Sense as emotive AI tools designed to take on a specific persona or character — as opposed to an assistive, general-use chatbot like ChatGPT — with over half of surveyed teens qualifying as regular users of AI companions, meaning they log on to talk to the bots at least a few times per month."
"When a high school student uses AI to design a community mural or a college freshman collaborates with peers across continents on a digital storytelling project, it’s clear the boundaries of learning are shifting. Classrooms are no longer just spaces for absorbing information; they’re becoming creative studios where students use technology to solve real-world problems."
EDTECH@UTRGV's insight:
"Students early on described AI as a great anonymous tutor — especially valuable for first-generation students who used it to ask questions, refine thinking and learn."
Thriving institutions are those that approach student engagement with the same focus and discipline as any core business function.
EDTECH@UTRGV's insight:
"Students are embracing AI more rapidly than institutions: 68 percent of students have used AI-powered chatbots, with 74 percent finding them helpful–and with 9th and 10th grade students the most likely to use them."
"Online classes have been disrupting enrollments for more than 25 years and continue to be the primary source for enrollment growth. This modality of instruction offers the best instructional method to serve the growing number of active adult learners in a rapidly changing workplace, as well as dual-credit enrollments for high school students. College leadership needs to better understand how to support and expand online courses and degrees."
EDTECH@UTRGV's insight:
"The ITC Presidents Summit concluded with strategic action steps emphasizing AI integration, ongoing faculty training, student involvement, and the need for clear, college-wide AI policies that prioritize student preparedness and ethical engagement."
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"A quiet disaster is unfolding in college classrooms around this country as artificial intelligence becomes an undeniable reality for students — with little or no guidance from professors. Most faculty members never dreamed they would need to learn about an emerging technology as it arrives in real time and, understandably, they don’t feel comfortable talking about it in class."