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EDTECH@UTRGV
onto Educational Technology News October 30, 10:57 AM
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AI has already integrated into higher education but using it effectively and in alignment with institutional missions requires strong ethical guardrails.
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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.
harrietwatkins's curator insight,
August 24, 2024 10:34 PM
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.
Katlego Mofokeng's curator insight,
May 19, 3:46 PM
Using technology in education proves affective in helping students/ learners accelerate their learning progress.
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AI will change education. Will higher education will move quickly enough to prepare students for the world it is creating?
EDTECH@UTRGV's insight:
"AI should be treated the same way: a tool to enhance learning, not to shortcut it. The real risk lies not in adoption but in absence, in graduating students into an AI-powered economy without the skills to navigate it."
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Students are building knowledge about the technology that could help them in future jobs.
EDTECH@UTRGV's insight:
"Artificial intelligence isn’t a new term that the K-5 students in Selver Perez’s computer-applications classes are learning about for the first time."
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Experimental evidence of the effects of large language models versus web search on depth of learning"The effects of using large language models (LLMs) versus traditional web search on depth of learning are explored. A theory is proposed that when individuals learn about a topic from LLM syntheses, they risk developing shallower knowledge than when they learn through standard web search, even when the core facts in the results are the same."
EDTECH@UTRGV's insight:
"[L]earning from LLM syntheses (vs. web links) can, at times, limit the development of deeper, more original knowledge."
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The use of an AI agent in education can transform classrooms, reshaping how students learn, teachers teach, and schools operate.
EDTECH@UTRGV's insight:
"As education continues to embrace AI integration with VR/AR, predictive analytics, and career-focused learning, the opportunities for enhanced learning experiences are limitless."
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ADDIE+ can be a dynamic, data-driven learning ecosystem that delivers continuous performance improvement and measurable business impact.
EDTECH@UTRGV's insight:
"AI is transforming ADDIE from a linear design model into a dynamic, data-driven learning ecosystem that delivers continuous performance improvement and measurable business impact."
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"Two weeks ago, we examined the transformation of higher education in the next five years. Today, we look at how this transformation will shift the emphasis of our teaching."
EDTECH@UTRGV's insight:
"“Every professional needs upskilling in order to maintain a competitive edge in the workforce. Keeping ahead of the latest skills and knowledge has become more crucial than ever in order to align with evolving market demands."
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A majority of educators fear students may become dependent on generative AI tools for basic tasks.
EDTECH@UTRGV's insight:
"An overwhelming percentage of educators fear students’ increasing reliance on generative artificial intelligence tools to complete assignments will hinder their critical thinking skills and make them dependent on the technology for basic tasks"
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"Remember ELIZA? The 1966 chatbot from MIT's AI Lab convinced countless people it was intelligent using nothing but simple pattern matching and canned responses. Nearly 60 years later, ChatGPT has people making the same mistake. Chatbots don't think – they've just gotten exponentially better at pretending."
EDTECH@UTRGV's insight:
"Alan Turing's 1950 test set a simple standard: if a judge can't tell whether they're conversing with a human or machine, the machine passes. By this metric, many chatbots are already 'intelligent.'"
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"With great power comes great vulnerability. Several new AI browsers, including OpenAI's Atlas, offer the ability to take actions on the user's behalf, such as opening web pages or even shopping. But these added capabilities create new attack vectors, particularly prompt injection."
EDTECH@UTRGV's insight:
"[P]rompt injection happens when unwanted text gets entered at the point of prompt input, while indirect injection happens when content, such as a web page or PDF that the bot has been asked to summarize, contains hidden commands that AI then follows as if the user had entered them."
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What habits of inquiry, dialogue, and courage can we cultivate now so our students are ready to design the next civilization?
EDTECH@UTRGV's insight:
"[S]tudents must be positioned not merely as consumers of knowledge but as agents—leading teams of humans and machines, designing their own challenge spaces, and building AI-augmented ventures."
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"AI tools can feel like magic: They’re fast, they’re fluent, and they present their results confidently. They can lull even veteran teachers into accepting polished output before they’ve really thought through the specific context or nuance their students need. You might, for example, ask AI to generate class discussion questions that seem viable at first look. But when you evaluate them more deeply, you realize the questions don’t lead students where you want them to go. Or AI might suggest sample roleplay exercises for your class that seem usable but ultimately lack the depth and context only you can provide."
EDTECH@UTRGV's insight:
"AI tools don’t know our students, our subject matter, or the pedagogical goals that shape our work. AI can’t see the connections we’re trying to build in our courses, or the long arc of understanding we’re helping students navigate."
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"The momentous decisions the world faces about AI’s role in our lives offer outcomes that seemingly range from universal enlightenment to mass extinction. How do you see AI shaping our future? More importantly, how do you want it to shape our future? Are you an Accelerationist? A Pragmatist? A Doomer?"
EDTECH@UTRGV's insight:
"[F]ind out which one of six different AI-dentities most closely resembles your views, how your answers affected your result and who your real-life fellow travelers might be."
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You’re not just a user. You are part of a system that watches, listens, predicts and nudges.
EDTECH@UTRGV's insight:
"ChatGPT (and the models behind it) revealed for the first time how many of its users engage in deeply personal, vulnerable conversations — and by extension, how much the company can know about us."
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From
uxdesign
"There was a time when we would phone a best friend or even write to the agony aunt in the local newspaper for relationship advice. Today, it’s not uncommon for a heartbroken teenager to turn to AI for digital therapy.
At first glance, seeking wisdom or validation from AI might seem harmless. Yet emotional dependence on technology can lead to serious and unintended consequences."
EDTECH@UTRGV's insight:
"To reduce reliance on AI for emotional support, OpenAI is updating ChatGPT to identify distress, de-escalate conversations, and guide users to emtional support"
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It's a struggle to create guidelines that keep up with rapid advances in the technology.
EDTECH@UTRGV's insight:
"School districts across the country are rolling out AI policies to guide how teachers, staff, and students use the technology in response to growing interest and concern about its benefits and drawbacks."
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AI has already integrated into higher education but using it effectively and in alignment with institutional missions requires strong ethical guardrails.
EDTECH@UTRGV's insight:
"The challenge for IHEs is not whether to use AI but how to use it responsibly and ensure an ethical basis for its use."
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Trust in AI begins with thoughtful design, expert oversight, and acknowledgement of the work educators do every day.
EDTECH@UTRGV's insight:
"General AI tools can get you 60 percent of the way there. But that last 40 percent is the part that ensures quality, fairness, and educational value. This requires expertise to get right. That’s where structured, guided AI becomes essential."
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OpenAI and Microsoft appear to be moving in distinct directions and with new partners.
EDTECH@UTRGV's insight:
"Microsoft echoed that its relationship with OpenAI will continue, despite reports that it will buy Anthropic AI technology."
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When considering teacher versus student AI use, it’s important to determine the difference between saving time and teaching crucial skills.
EDTECH@UTRGV's insight:
"A high school teacher shares how he explains to students that using AI will hinder their ability to build strong writing skills."
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Why generative AI and ChatGPT cannot replace human creativity or original thought. Learn strategies for teaching students to navigate AI while fostering critical thinking, innovation, and authentic learning.
EDTECH@UTRGV's insight:
"AI is more like a DJ remixing the greatest hits of society rather than an innovative game changer."
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"Researchers have found more attack vectors for OpenAI's new Atlas web browser – this time by disguising a potentially malicious prompt as an apparently harmless URL."
EDTECH@UTRGV's insight:
"When powerful actions are granted based on ambiguous parsing, ordinary-looking inputs become jailbreaks."
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In a new action plan, EDUCAUSE outlines skills, ethics and collaboration strategies to guide effective use and implementation of generative artificial intelligence on college campuses for the next decade.
EDTECH@UTRGV's insight:
"[H]igher education renews public trust through transparency efforts, bridges digital divides by sharing resources and literacy initiatives, improves teaching through generative AI, and enhances collaboration through new governance frameworks. To move toward that vision, the plan outlines actions across four levels: individual, departmental, institutional and multi-institutional."
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"Has there been a technology innovation in recent memory that has engendered more wildly divergent thinking than agentic AI? We’re hard-pressed to think of one.
Depending on who you talk to or what you read, AI agents—systems based on gen AI foundation models that can act in the world and execute multistep processes—will lead to a utopia of productivity. Or displace huge swaths of the labor force. Or lead to robots running the world. Or provide everyone with a superpower. Or all of the above."
EDTECH@UTRGV's insight:
"One of the fundamental issues bedeviling leaders is a lack of clarity on where to focus their energies for AI and agentic."
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What our research says about AI harm reduction in schools.
EDTECH@UTRGV's insight:
"Harm reduction... is ethics in action... [I]nstead of taking away AI on school devices and hoping students don’t use it for homework, adults equip them with the tools to responsibly engage with it."
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"Generative AI like ChatGPT is changing work fast but here is the good news from Harvard research - the things that machines are worst at and humans are best at are also the things that predict who stays valuable."
EDTECH@UTRGV's insight:
"Technical tools change fast and these seven skills are the the durable capabilities that let humans define problems, steer AI responsibly, learn from outcomes and persuade others to act."
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"The challenge for IHEs is not whether to use AI but how to use it responsibly and ensure an ethical basis for its use."