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EDTECH@UTRGV
onto Educational Technology News December 3, 2025 11:55 AM
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"As AI mirrors how we design and learn, our role evolves from creating interfaces to defining the signals that shape intelligent experiences."
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EDTECH@UTRGV
Today, 2:02 PM
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What to consider when developing a formal AI policy, from an Ohio CIO who has been leading the effort to draft his district’s policy.
“We should find that balance for what we can give them as a safe tool here in the district to learn to get comfortable with AI in all its different iterations beyond just the chatbots and the generative AIs"
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EDTECH@UTRGV
Today, 1:57 PM
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Artificial intelligence is causing college instructors to move more meaningful examinations back to the classroom, and connect the dots with students on why learning matters.
"In addition to showing students why learning matters, the professors said it is essential to teach students how to use AI tools to augment their learning, just as they will be expected to use AI tools to augment their work upon graduation."
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EDTECH@UTRGV
March 9, 5:40 PM
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Students will use AI. Here’s what it takes to ensure it strengthens their thinking instead of replacing it.
"[I]f we integrate AI thoughtfully — anchored in pedagogy, aligned with course content and designed to promote cognitive effort — we can help students build the skills that will matter most in an AI-integrated world: critical thinking, problem-solving and the ability to verify and challenge AI itself."
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EDTECH@UTRGV
March 9, 5:32 PM
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Identifying vulnerabilities is good for public safety, industry, and the scientists making these models.
"LLMs perpetuate human errors like bias, and they make other human-like errors because they don’t have the intuitive scaffolding that helps us learn not to make those mistakes."
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EDTECH@UTRGV
March 9, 5:28 PM
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"In an era where generative AI can craft a convincing essay on the French Revolution or a lab report on osmosis in seconds, educators are facing an “authenticity crisis.” We’ve all felt it: that nagging doubt when a student’s written voice doesn’t quite match their classroom persona."
"The VIVA Framework is a structured, two-minute “micro-assessment” designed to confirm that the student who submitted the work is the same student who understands the work."
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EDTECH@UTRGV
March 6, 2:49 PM
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"Much of the conversation around artificial intelligence (AI) is framed in fear. White-collar professionals are increasingly anxious about AI replacing cognitive work once thought untouchable, a concern captured in The Atlantic’s piece on the worst-case future for white-collar workers. Blue-collar workers have their own version of this fear as employers test automation that shows up in the real world as robots and drones doing physical jobs once reserved for people, including delivery and warehouse work, like Amazon’s reported testing of humanoid delivery robots.
The anxiety is real. But what if we are asking the wrong question?"
"Instead of asking how we preserve jobs as they exist today, what if we ask whether working less might actually be progress?"
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EDTECH@UTRGV
March 6, 2:46 PM
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"We are approaching the integration of artificial intelligence into our universities in a piecemeal rather than a comprehensive fashion."
"To date, we have been limited to a kind of Whac-A-Mole approach to introducing AI into higher education."
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EDTECH@UTRGV
March 6, 2:38 PM
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"Last Tuesday, I asked Claude to prepare a competitive analysis. Not in a chat window. Not through a prompt. I opened Cowork, pointed it to a folder on my desktop, and said what I needed. It read my files. It cross-referenced data from Slack through a connector. It pulled calendar context. It produced a document — formatted, structured, sourced — and saved it to my working folder. I didn’t open a single application. I didn’t navigate a single menu. I didn’t click through a single interface."
"Cowork reads files on your desktop, modifies documents, creates deliverables, and operates within your working folder — asking for confirmation before significant actions, working autonomously within defined boundaries."
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EDTECH@UTRGV
March 5, 3:13 PM
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"Artificial intelligence is increasingly present in education conversations. Some teachers are experimenting with it. Others are cautious. Many are simply unsure where it belongs or whether it belongs at all."
"Rather than positioning AI as a solution or a threat, educators might consider how, and whether, it aligns with their instructional goals, assessment practices, and professional values."
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EDTECH@UTRGV
March 4, 12:27 PM
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Why are students so comfortable using AI for emotional support?
"Navigating budget shortfalls and limited mental health staff, Interlachen Jr.-Sr. High School, where Phillips works, is using an AI platform to vet students’ mental health needs."
Interesting article about the use of AI to support teens’ mental health - With Teens Comfortable Confiding in AI, Should Schools Embrace It for Mental Health Care? https://www.edsurge.com/news/2026-03-03-with-teens-comfortable-confiding-in-ai-should-schools-embrace-it-for-mental-health-care
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EDTECH@UTRGV
March 4, 12:19 PM
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"After the FCC pulled back coverage for school bus Wi-Fi and hotspots, K-12 leaders are scrambling to connect students without home internet."
"[L]ow-income urban school districts are also feeling the brunt of the E-rate expansion reversal — from both an infrastructure and affordability perspective."
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EDTECH@UTRGV
March 4, 12:15 PM
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"For years, computer science was marketed as one of the safest degrees in higher education. Strong demand, high wages and a seemingly endless need for technical talent made CS feel like a guaranteed return on investment. Today, that certainty is being questioned."
"Entry-level hiring is more competitive than it was just a few years ago, and routine technical tasks are increasingly supported by automation and AI-enabled tools."
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EDTECH@UTRGV
Today, 2:09 PM
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First, it was no phones in schools. Now, amid the debate around edtech, schools are looking to go screen free.
"Some legislators and advocates are pushing to roll back the reliance on devices, particularly at a younger level when children are more susceptible to distractions."
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EDTECH@UTRGV
Today, 1:59 PM
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Classroom Technology Bans: How Better Learning Design Will Improve Classrooms, Not Removing Devices
"Making technology the scapegoat for declining educational outcomes distracts from the real issue and risks removing one of the most powerful tools students have to explore ideas, create knowledge, and pursue their goals."
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EDTECH@UTRGV
Today, 1:53 PM
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When you look closely at the science of learning (constructivism, cognitive psychology, and social learning theory) you realize something that most effective learning experiences were already AI-resistant.
"AI-resistant learning isn’t just a reaction to ChatGPT or generative AI.
It’s actually rooted in decades of research about how people learn best."
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EDTECH@UTRGV
March 9, 5:37 PM
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"The tension between personalized learning demands and standardized evaluation mechanisms presents a persistent challenge in contemporary education. This study proposes a comprehensive personalized education assessment framework driven by generative artificial intelligence technologies. The framework adopts a five-layer hierarchical architecture integrating data collection, processing, intelligent analysis, assessment generation, and feedback optimization components."
"Experimental participants exhibited significantly higher learning gains (Cohen’s d = 0.56), with particularly pronounced effects among initially lower-performing students. The framework also enhanced learner engagement and satisfaction compared to conventional assessment approaches. These findings suggest that generative AI can effectively operationalize personalized assessment at scale while maintaining pedagogical quality and transparency."
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EDTECH@UTRGV
March 9, 5:29 PM
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Gen Z teachers grew up in an era of unbridled tech. It shapes how they approach classroom technology.
"Gen Z teachers are the first cohort of classroom educators that entered adolescence just as smartphones became ubiquitous. They grew up with much of their social lives online, shifting in their consumption habits from YouTube to Snapchat to TikTok as platforms rose and fell."
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EDTECH@UTRGV
March 6, 2:55 PM
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"Dealing with students who plagiarize now seems like a piece of cake compared to ones who use AI to write their papers. I could usually deter students from plagiarizing by demonstrating how easy it is for teachers to find it...However, the rise of AI has completely changed that approach."
"Discouraging students from using AI involves a two-prong approach. First, they should see that it won’t help them pass the course. And second, they must realize they are missing opportunities for the teacher to help them actually improve their writing."
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EDTECH@UTRGV
March 6, 2:47 PM
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For any student finding their footing in a completely new environment, technology should steady the path--not widen the digital experience gap
"When technology creates barriers, it’s harder for students to succeed–and that technology may undermine an institution’s own mission."
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EDTECH@UTRGV
March 6, 2:43 PM
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"Publicly accessible generative artificial intelligence (AI) is predicted to transform how learners construct knowledge and the skills needed for professional success across industries...[T]his article explores learning through dialogue, supporting knowledge construction, leveraging AI tools, and implications for instructional designers and educators."
"In a world where access to information is practically endless, the mark of an expert educator will be the ability and the humility to embrace AI to 1) center learners throughout a learning experience; 2) facilitate knowledge construction with and among AI, learners, and other stakeholders; 3) support learners in applying what they know and identifying what they do not know; and 4) nurture critical thinking and problem-solving skills across all modalities."
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EDTECH@UTRGV
March 5, 3:15 PM
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"Every quarter, business leaders ask the same questions: where is demand shifting? Which customers are stalling? Where is margin under pressure? Teams conduct the analysis, insights surface briefly in decks and dashboards and then they recede. The next quarter, the process of analyzing business tailwinds and headwinds resets. The context and nuance from quarters past has dissipated, and the query is asked and answered anew."
"If the first AI era was about accelerating answers, the next one should be about mining insights at scale."
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EDTECH@UTRGV
March 5, 3:11 PM
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Learning in the AI age: Education 5.0 Patrick Blessinger Learning is for human flourishing, but only if we can see flourishing as something more than economic productivity, something more than employability, something more than credentials, though these things are very important.
"[K]nowledge is now universally abundant and available to everyone, but it is fragmented, contested, and increasingly filtered through algorithms.
The aim of learning today should be to move from survival to meaning, from authority to participation, from control to co-creation, from power to rights, and from fragmentation to coherence."
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EDTECH@UTRGV
March 4, 12:23 PM
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Learn why and how teachers can use generative AI to streamline lesson planning, personalize explanations, and automate retrieval practice—without losing instructional control.
"To guide educators on how to get the most out of generative AI...we picked three important aspects of instructional practice: lesson planning, providing explanations, and retrieval practice."
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EDTECH@UTRGV
March 4, 12:17 PM
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"Two educators who use artificial intelligence in their classroom combine prompt engineering, in-class assignments and guardrails."
"Successfully infusing artificial intelligence into the classroom means boosting students’ AI literacy without using the tech to offload their thinking. But that requires teachers first getting up to speed on AI"
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EDTECH@UTRGV
March 4, 12:13 PM
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Results of two gatherings make case for visionary yet balanced approaches to AI.
"Retreating from AI, the authors find, creates 'the worst of both worlds' — students who can neither think independently nor use AI effectively."
"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."