Students are not only being academically dishonest, but they’re asking AI to be a little dishonest to cover their tracks.
EDTECH@UTRGV's insight:
"Stanford sophomore Eric laid out the technique: use your AI chatbot of choice to create an essay. Next, input its output into another AI chatbot. Finally, run that one through another chatbot and then submit it and take heart knowing that you’ve learned nothing."
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.
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."
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
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."
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."
"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."
"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."
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."
2025 was a big year for AI. New models were released and the impact of the technology on the classroom and society increased
EDTECH@UTRGV's insight:
"Perhaps what surprised me most in 2025 is not how fast the AI is still advancing -- that’s to be expected -- but how the field of education, particularly higher ed, is still largely playing catch-up in an AI world."
AI tutors are often held up as an ideal, but prioritizing individualized teaching can detract from the benefits of learning in social environments.
EDTECH@UTRGV's insight:
"Individualized learning has its place. But decades of educational research is also clear that learning is a social endeavor at its core. Classrooms that privilege personalized AI chatbots overlook that fact."
A resource to help students build safe, ethical, and effective habits when using Generative AI. offering a structured way to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology.
EDTECH@UTRGV's insight:
"This free resource: A Student Self-Reflection Checklist for Strategic GenAI Use helps students build safe, ethical, and effective habits when using GenAI, offering a structured way for them to reflect on their current use, recognize where GenAI is supporting their learning, and identify when they are over-relying on the technology."
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
"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."
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."
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."
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.
"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."
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.
"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."
"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."
Better voice datasets can lead to more effective speech recognition that improves learning for students who don’t speak English.
EDTECH@UTRGV's insight:
"For non-native English speakers, AI-powered Automatic Speech Recognition (ASR) technologies represent a needed scalable solution that can improve English language access and proficiency. Unfortunately, current ASR systems fall short for non-English learners."
"AI isn’t destroying learning, it’s exposing how education replaced thinking with ritual."
EDTECH@UTRGV's insight:
"We now inhabit dynamic webs of information that are interconnected, contextual, and "collapse" into real-time information. Facts are accessible, mutable, and rarely final like the ink of a book. Meaning emerges through relationships rather than recall. In this environment, judgment matters more than memory, and synthesis matters more than storage."
A writer instructor recognizes the role of AI on campus, while elevating social connection and humanity into the college experience.
EDTECH@UTRGV's insight:
"If ChatGPT helped them get there, fine. What matters is what they did after. Did they question it? Did they revise it? Did they decide it wasn’t quite right and try again?"
"In late 2022, when generative AI tools landed in students’ hands, classrooms changed almost overnight. Essays written by algorithms appeared in inboxes. Lesson plans suddenly felt outdated. And across the country, schools asked the same questions: How do we respond — and what comes next?"
EDTECH@UTRGV's insight:
"This was my lightbulb moment. If we could use AI tools to develop engaging and accessible reading passages for students, we could also teach foundational AI literacy skills at the same time."
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"Stanford sophomore Eric laid out the technique: use your AI chatbot of choice to create an essay. Next, input its output into another AI chatbot. Finally, run that one through another chatbot and then submit it and take heart knowing that you’ve learned nothing."