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Scooped by
EDTECH@UTRGV
onto Educational Technology News Today, 3:10 PM
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One of my earliest memories of using technology for teaching and learning was when I taught English at a small high school outside Waterbury
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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.
Katlego Mofokeng's curator insight,
May 19, 2025 3:46 PM
Using technology in education proves affective in helping students/ learners accelerate their learning progress.
Elena Galeote's comment,
December 29, 2025 6:51 AM
Desde mi punto de vista, el Master of Education in Education Technology responde de manera acertada a las necesidades actuales del ámbito educativo, donde la integración pedagógica de la tecnología es cada vez más importante. El enfoque basado en proyectos potencia un aprendizaje significativo, ya que permite a los maestros diseñar y aplicar recursos digitales directamente en sus contextos escolares. Además, el formato online y acelerado facilita la actualización profesional continua, lo que considero clave para mejorar la práctica docente y promover una educación más creativa y eficaz.
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"When middle schoolers chatted with ELIZA, a 1960s chatbot, they uncovered how AI really works (and doesn’t). Along the way, they learned computational thinking and emotional intelligence."
EDTECH@UTRGV's insight:
"The bots were quick, but not “intelligent” without information in its knowledge base, so it couldn’t actually answer anything at all."
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A Digital Promise report finds that few states have developed a systematic approach to AI evaluation in schools. The report's authors discuss the impact.
EDTECH@UTRGV's insight:
“We're seeing an important call for more professional learning at all levels of the ecosystem, so that we are all developing AI literacy skills to be able to identify when it's appropriate to use AI-enabled tools and when it's not.”
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From
uxdesign
"Why chatbots should admit uncertainty. An analysis of RLHF, tokenization, and the future of transparency in Artificial Intelligence."
EDTECH@UTRGV's insight:
"Chatbots spit out false information with such confidence that it conveys the idea that the information is true, even though the chatbot has little to no evidence for it — yet that fact is never communicated."
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From
uxdesign
"The majority of AI products remain tethered to a single, monolithic UI pattern: the chat box. While conversational interfaces are effective for exploration and managing ambiguity, they frequently become suboptimal when applied to structured professional workflows.
To move beyond “bolted-on” chat, product teams must shift from asking where AI can be added to identifying the specific user intent and the interface best suited to deliver it."
EDTECH@UTRGV's insight:
"A robust AI system must recognize and adapt to these 8 distinct modes: Learn, Create,Delegate, Oversee, Monitor, Connect, Play, and Find"
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From
uxdesign
"We are building LLMs to sound human. When we add personality and emotional tone, we increase the risk that people will trust them like people. Design them as tools. Not as companions."
EDTECH@UTRGV's insight:
"AI humanization is an intentional design choice that encourages users to perceive AI systems as having human-like qualities such as personality, emotions, or consciousness."
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Now that AI can write code, what does the work of a software engineer look like, and what will it look like tomorrow?
EDTECH@UTRGV's insight:
"If the way we produce code has changed this dramatically, it forces a deeper question: what should learning to code optimize for this moment of transition?"
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Alternative educational movements offer insights about how to help university students find purpose and hope as they navigate an increasingly complex world.
EDTECH@UTRGV's insight:
"AI has unsettled long-established forms of assessment, simultaneously instigating a return to older assessment models in the interest of 'academic integrity.'”
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Maybe I need to drop the illusion that I can spot AI-written text and, instead, devise assignments that AI can’t help with, says David Mingay
EDTECH@UTRGV's insight:
"We also risk undermining the peer-review process if human decisions about methodological soundness or intellectual contribution are replaced with automated gatekeeping by unvalidated software"
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A stage-by-stage breakdown of outlining, drafting, revising, and editing with AI
EDTECH@UTRGV's insight:
"AI can be useful, even powerful, when it’s placed thoughtfully. But when we treat “incorporating AI” as a blanket solution rather than a pedagogical choice, we miss the opportunity to ask deeper questions about agency, originality, and growth."
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From
edscoop
AI teaching assistants enabled the university to expand its capacity to allow students into a cognitive science course.
EDTECH@UTRGV's insight:
"[S]oftware, developed by Alpha Education, is helping students compress a day’s worth of learning into two hours. Courses offered through the learning hub do not count toward university credit, but they do qualify for a research requirement for foundational psychology courses."
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"Conversations about AI in higher education will now shift, from a focus on new functionality and experimentation, to accountability and the best strategic uses of the technology to solve problems."
EDTECH@UTRGV's insight:
"The most informative use cases of AI in higher education will not be those sporting the flashiest pilots, rather, they will come from institutions that can demonstrate the thoughtful and strategic use of AI to solve problems and to align the technology with real learning outcomes."
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From
aibusiness
An academic study found that large language models that drive some humanoid robots could make the machines prone to bias, discrimination and even violence.
EDTECH@UTRGV's insight:
"When large language models hallucinate, they deliver incorrect statistics or problematic advice. But when LLMs are controlling humanoid robots, the problems they create could be worse."
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One of my earliest memories of using technology for teaching and learning was when I taught English at a small high school outside Waterbury
EDTECH@UTRGV's insight:
"AI may speed up instructional tasks, but it’s educator expertise that ensures those tasks are meaningful, accurate and grounded in students’ needs."
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Educators face urgent questions around misinformation, academic integrity, and critical thinking around AI. Visual literacy is key.
EDTECH@UTRGV's insight:
"Teaching students to read images critically, to see them as constructed texts rather than neutral data, strengthens the same skills we rely on for strong reading comprehension: inference, evidence-based reasoning, and metacognitive awareness."
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Instructors are evaluating how artificial intelligence impacts the main goals of education and adjusting their teaching accordingly. This leads to conversations about critical thinking and changing workforce expectations.
EDTECH@UTRGV's insight:
“If all you know how to do in the workforce is how to feed something into a chatbot and then take the output and say, ‘Here it is,’ then you are not employable,”
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From
www
A new report warns that AI poses a serious threat to children's cognitive development and emotional well-being.
EDTECH@UTRGV's insight:
"The risks of using generative artificial intelligence to educate children and teens currently overshadow the benefits, according to a new study by the Brookings Institution's Center for Universal Education."
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LLMs humanize by design. Adding personality/emotion amplifies risk. Design real tools, not fake friends.
EDTECH@UTRGV's insight:
"LLMs are especially prone to anthropomorphization from users because, unlike the simpler systems of the past, they can carry on extended conversations, remember what was discussed, and generate responses that sound like they came from a person."
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Why the Future of EdTech Might Be More Collaborative Than We Think
EDTECH@UTRGV's insight:
"In November, OpenAI quietly rolled out Group Chats in ChatGPT—allowing multiple people to collaborate with each other and with ChatGPT in the same conversation."
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Pedro and Enrique Noguera recommend four steps for embracing chatbots—with guardrails.
EDTECH@UTRGV's insight:
"AI tools are changing how teachers teach and how students learn. Some educators see endless possibilities for innovation, while others worry that these same tools could weaken students’ ability to think critically, write clearly, and solve problems independently."
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Modernizing education with artificial intelligence is less about buying this or that new tool than about new processes, new applications for data analytics, and reorganizing instructional priorities around new norms.
EDTECH@UTRGV's insight:
"Gen Z and younger learners increasingly expect education to look and feel like the digital experiences they already use: short, visual, interactive and on demand."
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Technology is changing the work of teachers, but education must remain human-led.
EDTECH@UTRGV's insight:
"[B]ehind the rapid adoption of digital solutions lie uncomfortable questions. Are teachers being forced to become less like educators and more like tech operators? What does it then mean to be a teacher and to teach?"
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"With AI becoming a helpful tool in education, it’s easy to see the benefits of quick access to information, personalized support, and the efficiency that technology can bring. However, as we embrace these tools, we also want to preserve and nurture the learning experiences that AI doesn’t fully replicate. Skills like embracing confusion, navigating boredom, and practicing extended focus are essential for students not only to succeed academically but to thrive in an AI-rich world."
EDTECH@UTRGV's insight:
"As we think about AI, it’s easy to see just how fast and efficient the learning process might become in the future. Instant answers. Targeted tutoring. Quality feedback in seconds...However, there is a danger in using AI to transform the entire learning process without thinking about the cost."
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From
edscoop
Researchers warned that emotionally vulnerable users could be more greatly influenced by chatbots that provide the right cues.
EDTECH@UTRGV's insight:
"New research from the University of Denver shows that adolescent users of artificial intelligence chatbots prefer technology that uses an intimate tone, such as that of a best friend."
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AI can’t perform human actions like empathy for us, but it can help students and educators practice and prepare for them.
EDTECH@UTRGV's insight:
"One unexpected benefit of AI is that it acts as a mirror. When I ask it to review the clarity of a communication, or identify potential ambiguities, it often highlights blind spots"
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"In the age of artificial intelligence, higher education institutions must move beyond simply transmitting knowledge and instead prioritize holistic human development, integrating mental health, social-emotional learning, and ethical reasoning into academic structures to prepare students for meaningful lives and responsible citizenship."
EDTECH@UTRGV's insight:
"[A]rtificial intelligence (AI) is challenging the monopoly that higher education holds on expertise and is reshaping the social contract between knowledge, work, and human value."
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"AI may speed up instructional tasks, but it’s educator expertise that ensures those tasks are meaningful, accurate and grounded in students’ needs."