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Scooped by
EDTECH@UTRGV
onto Educational Technology News December 1, 1:37 PM
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"The integration of Artificial Intelligence (AI) into higher education has ignited a fervent debate across campuses worldwide. Far from being a fleeting trend, AI presents a fundamental paradigm shift, challenging traditional pedagogical approaches, redefining academic integrity, and promising to reshape the very essence of a college degree."
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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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Our students don’t write to impress a rubric--they write to be heard, and using AI to grade student writing misses the mark.
EDTECH@UTRGV's insight:
"What concerns us most about grading our students’ written work with AI is the transformation of their audience from human to robot."
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If language is what makes us human, what does it mean now that large language models have gained “metalinguistic” abilities?
EDTECH@UTRGV's insight:
"AI models may be adept at using language,... but they’re not capable of analyzing language in a sophisticated way."
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From
uxdesign
"Those who follow me on LinkedIn may have gotten the impression that I’m against AI. Nothing is further from the truth. What I’m really against is the notion that you can’t do design without AI so you either learn AI or you’re doomed."
EDTECH@UTRGV's insight:
"Using AI is of course useful for designers. But so is knowing how to use Figma and I put both of those in the same bucket of tactical skills."
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In 2026, AI is transforming LMS platforms into intelligent skill engines. Discover the shift from training delivery to real capability.
EDTECH@UTRGV's insight:
"The intelligent LMS uses AI to connect data, content, skills, and business outcomes. It guides learning journeys, predicts what each role needs next, personalizes experiences, and makes content creation dramatically faster. In 2026, this intelligence will no longer be a differentiator. It will be the baseline expectation."
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"The emergence of large language models has upended familiar assessment practices, and the desire for a technological fix is natural. But my resistance to AI detection tools is not simply pragmatic skepticism about current products. It stems from something much more fundamental: a theoretical impossibility rooted in the very nature of the systems we are trying to detect."
EDTECH@UTRGV's insight:
"Any tool designed to identify the output of a probabilistic system must itself operate probabilistically. And here lies the fatal contradiction: in high-stakes educational contexts where false accusations can permanently damage a student’s academic career, probabilistic detection is fundamentally inadequate."
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From
www
School districts from Utah to Ohio to Alabama are spending thousands of dollars on these tools, despite research showing the technology is far from reliable.
EDTECH@UTRGV's insight:
"More than 40% of surveyed 6th- to 12th-grade teachers used AI detection tools during the last school year, according to a nationally representative pollby the Center for Democracy and Technology, a nonprofit that advocates for civil rights and civil liberties in the digital age. That's despite numerous research studies showing that AI detection tools are far from reliable."
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These advanced AI models could have a dramatic impact on education.
EDTECH@UTRGV's insight:
"Compared with generative AI — AI models that are trained to produce text, images or code based on prompts — AGI implies a “target level of capability for general problem-solving, such as reasoning, planning, sensing and acting, across many domains."
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Generative AI can provide opportunities to improve assessment design, clarity, scaffolding, and data analysis, without replacing teacher judgment
EDTECH@UTRGV's insight:
"While the allure of AI-assisted grading is strong, particularly when teachers face overwhelming workloads, most districts and experts advise against allowing AI to make evaluative decisions about student performance."
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From
uxdesign
"Get new users doing instead of learning"
EDTECH@UTRGV's insight:
"This is one of the most common problems I see in my consulting work, and it’s almost never what the client thinks it is. They assume users need tutorials. They need tooltips. They need a help center with FAQ articles. What they actually need is scaffolding."
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""To understand Artificial Intelligence, we must first understand human behaviour, because AI reflects, accelerates, and magnifies the way we think, act, and decide in the digital world."
EDTECH@UTRGV's insight:
"If the Internet was a reflection of collective human behaviour, AI is now the accelerator of that reflection."
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"In recent years, artificial intelligence has rapidly integrated into learning, academia and the workforce, and it is not difficult to notice the impact of AI in these areas. The purpose of this article is to discuss the cognitive, academic and societal implications of the widespread adoption of AI."
EDTECH@UTRGV's insight:
"While there are initial benefits, such as convenience, of using a large language model (LLM), the prolonged use may lead to declines in learning skills and cognitive processes."
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Instead of being defensive when a student asks “why are we learning this?”, let’s treat the question as a path to deeper engagement.
EDTECH@UTRGV's insight:
"Gen Z has grown up surrounded by constant messaging — some genuine, some hollow... So when they step into a classroom, they’re not looking for performance. They’re looking for proof."
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"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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From
fortune
Exclusive new data finds that companies value certificates, skills, and real-world experience over traditional academic pedigrees.
EDTECH@UTRGV's insight:
"86% of employers now see nondegree certificates as valuable indicators of job readiness."
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Universities must be not only knowledge producers but also anchors of stability and innovation and knowledge diplomats strengthening democracy
EDTECH@UTRGV's insight:
"[U]niversities have to see that our curriculum must prepare students not just to survive instability, but to innovate within it."
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I guess I will start off with the blogger cliche: it has been a while. I know. It’s not that I don’t have anything so say – it’s just that it feels repetitive to keep talking about Ai. It never really improves – not in any true way. And the news just keeps getting worse and worse.
EDTECH@UTRGV's insight:
"People are finding Ai-chatbots annoying. Research is starting to find that Ai is harming critical thinking skills rather than helping it. Even if someone could find good news about it, all of the environmental and social harm it causes would still outweigh any benefits."
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From
rdene915
"Many conversations have been happening focused on artificial intelligence, especially over the past three years since the launch of ChatGPT. There have been many new technologies developed and advancements in education and work as a result of AI-powered tools. And now, something else is becoming part of the conversation. Have you heard about 'agentic AI'?"
EDTECH@UTRGV's insight:
"Agentic AI refers to systems that can take on multi-step tasks, make autonomous decisions within given parameters, and carry out complex workflows with minimal human input."
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As GenAI changes how students study and complete assessments, higher education educators must focus on metacognition, clarity and connection, says Patrice Seuwou
EDTECH@UTRGV's insight:
"Well-designed AI tools can reduce cognitive overload by providing examples, structured explanations or formative feedback, allowing students to concentrate on reasoning and interpretation. Yet this potential is only realised if students are explicitly taught metacognition, the ability to think about their own thinking."
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Digital Promise has announced the launch of the K-12 AI Infrastructure Program, a multi-year initiative "aiming to close the gap between scientific principles of teaching and learning and the promise of generative artificial intelligence."
EDTECH@UTRGV's insight:
"The program, supported by core partners Learning Data Insights, DrivenData, Massive Data Institute at Georgetown University, and Catalyst @ Penn GSE, will issue $26 million in grants over the next four years to develop openly shared datasets, models, benchmarks, and other foundational AI infrastructure. The resulting resources will be openly licensed for free use to improve the use of AI for teaching and learning, according to a news announcement."
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"In an era dominated by discussions about AI and every other flavor of edtech, a new study delivers a surprisingly analog message: what makes teachers feel successful hasn't changed. It's human connection."
EDTECH@UTRGV's insight:
"85% of nearly 2,000 teachers worldwide identified strong teacher-student relationships and active engagement as the two most influential factors in their sense of success."
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AI-driven and live online language platforms grow as Mexico faces rising skill shortages and employers accelerate digital training investments.
EDTECH@UTRGV's insight:
"As demographic change, technological disruption, and evolving worker expectations converge, language learning is becoming embedded in global reskilling strategies. The sector is expected to play a growing role in workforce readiness, operational resilience, and competitive positioning throughout the decade."
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Educators may want AI to be used well or to go away entirely, write Chloe Salisbury and Luke Zaphir. Here, they take on a central piece of AI lore and offer ways forward
EDTECH@UTRGV's insight:
"Here are four common arguments in favor of mandating that students acknowledge the use of AI and why they aren't as persuasive as they might seem."
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From
www
"Suite Dreams" are made of these efficient and autonomous robot colleagues.
EDTECH@UTRGV's insight:
"[E]very step in the automation journey since the Industrial Revolution has reshaped society around technological advancement. Now, for all of the excitement and scrutiny around how generative AI is already changing how we live, work, and create, it’s clear that we—society—are embarking on the next stages of AI workplace transformation."
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"Microsoft has moved its Mesh 3D meeting capabilities into Teams through a new immersive events feature, now generally available. The company retired its standalone Mesh platform as of Dec. 1. The change allows organizations to run avatar-based, 3D virtual events directly in Teams without deploying separate Mesh applications."
EDTECH@UTRGV's insight:
"Immersive events operate through the Teams calendar and support customizable environments on Windows, macOS, and Meta Quest headsets."
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"When executive brain functions are compromised in virtual learning environments, due to either various external stimuli, an identified specific learning disability, or a combination of both, the individual’s access to a meaningful learning experience is impeded [2–4]. Therefore, educators and instructional designers need to understand the complexity of learning and the impact executive function has on learning in order to develop effective didactics and pedagogy."
EDTECH@UTRGV's insight:
"[I]ndividuals can recall seven (+/- 2) pieces of new information at one time. Beyond the number seven, memory becomes fragmented and ineffective. Miller reported that when large blocks of material are chunked, it requires less mental command for attention, freeing up the load capacity of the working memory."
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"AI is poised to either revolutionize higher education for the better or fundamentally undermine its foundational principles, making the decisions made today crucial for generations to come."