UTRGV offers a top-ranked, affordable online Master’s in Educational Technology. This accelerated program prepares students for high-demand roles like instructional design and AI curriculum specialist. Graduates gain a competitive advantage across diverse industries. Learn more here: http://utrgv.edu/edtech
EDTECH@UTRGV's insight:
The EdTech, E-Learning, and AI industries are booming! Get future ready by earning a master's degree in Educational Technology to get ready to design the future of learning.
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.
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.
Explore how frontier AI—reasoning models, agentic systems, and multimodal tools—can support deeper learning and instruction for schools.
EDTECH@UTRGV's insight:
"Increased autonomy also introduces new risks. Each additional decision point creates opportunities for error: choosing the wrong tool, misinterpreting an instruction, or failing to complete a chain of actions. These failures can undermine trust or misalign support with learning goals."
Under-resourced schools are less likely to support teachers in implementing AI technology to best serve learning.
EDTECH@UTRGV's insight:
"How teachers end up using, or not using, AI to support their teaching – and their students’ learning – may be the most crucial determinant of whether AI’s use in schools narrows or widens existing equity gaps."
"Throughout my career in software testing, I’ve noticed dilemmas that affect the overall team’s dynamics and product outcomes. Believe it or not, these are the patterns that are quite common for every development team I worked with. These very patterns easily block the team’s goal, e.g. to develop an amazing cutting-edge product that could help humanity... As a result, this amazing product exists only in the requirements or in the dreams of the product owner. The team builds something else instead."
EDTECH@UTRGV's insight:
"Before a team starts building a quality assurance system for a product, it is smart to brainstorm on how quality assurance should function. It is important to define how the quality will be measured"
When a thirteen-year-old boy swims four kilometres through open ocean to save his family, it raises an educational question: what exactly do our assessments believe they are measuring?
EDTECH@UTRGV's insight:
"Education faces a choice. Systems can continue to equate task compliance with capacity in the world, or they can be redesigned around a richer understanding of human development."
"Most AI search systems do not fail in obvious ways. There are no outages, error rate spikes or alerts that warn that something went wrong. Instead, relevance quietly erodes. Users initially adapt by reformulating queries and scrolling further, but eventually some abandon search altogether. By the time leadership starts seeing a measurable business impact, the system might have been underperforming for months."
EDTECH@UTRGV's insight:
"This silent degradation is one of the most underestimated risks in AI search, often a result of the team’s definition of success."
"Colleges and universities have begun formalizing the chief AI officer role as they respond to the growing impact of generative artificial intelligence on teaching, research, and operations. Reflections from early incumbents point to five lessons about how AI leadership in higher education is taking shape."
"Here’s a guide on using app settings and tools to minimize the amount of AI content you see."
EDTECH@UTRGV's insight:
"If you want fewer cartoonish videos of dead celebrities, creepy or absurd images or fake bands playing synthetic tunes, a few platforms have rolled out settings and features to help minimize AI-generated content."
While the pediatric group previously recommended two hours or less of screen time a day, a decade later, the American Academy of Pediatrics is gettin
EDTECH@UTRGV's insight:
"One of the biggest shifts from 2016 to 2026: no set screen time limit. In contrast, 10 years ago, the AAP suggested limiting children to two hours of screen time a day."
A new analysis shows AI in the classroom is most often used to promote reasoning, analysis, and evaluation rather than answer-getting.
EDTECH@UTRGV's insight:
"Rather than replacing student thinking, when teachers design and guide AI experiences, the technology is most often used to deepen critical thinking and strengthen instruction"
"This advice is why designers are quietly losing strategic influence. We optimized AI interfaces for confidence. Organizations learned that confidence replaces judgment."
EDTECH@UTRGV's insight:
"22% designers now use AI to create first drafts of interfaces. 33% use it to generate design assets. The time from concept to visible prototype collapsed from days to minutes."
By aligning learning design with how adults actually learn best—through choice, creation, and real-world use—this approach delivers both engagement and performance impact.
EDTECH@UTRGV's insight:
"One model gaining traction is a hybrid learning framework that combines the practicality of “Make & Take” workshops with microlearning, learner autonomy, and real-time coaching."
"AI helpers can now rummage through multiple documents"
EDTECH@UTRGV's insight:
"Microsoft has made OneDrive agents generally available, allowing users to query multiple documents simultaneously through Copilot instead of just one at a time."
Leading thinkers in the field are seeking a more nuanced understanding of how best to use AI to shape the future of education.
EDTECH@UTRGV's insight:
"Educators are starting to realize that AI isn’t going away anytime soon – and that it’s better to teach their students how to use it, rather than leave them to their own devices."
When I make presentations about AI, I am most often asked, “What can I do now to ensure that AI doesn’t take my job?” And, that’s a challenge to answer. We do not know just how, and how quickly, AI will roll out. However, a Gallup Poll released last week showed nearly one-quarter of American workers use AI at least a few times each week. We know that Agentic AI is different from Generative AI. Generative AI is the transactional, commonly chatbot mounted, question and answer form that we saw first in ChatGPT by OpenAI a couple of years ago. That remains a powerful tool.
EDTECH@UTRGV's insight:
"Instead of being a ‘task machine,’ you should aim to be an ‘operator’ who uses AI as leverage to manage systems and drive real-world business goals"
"You likely know, or at the very least know of, a designer who just gets it. I’m talking about the designer who solves complex problems with elegant, user-centred, buildable solutions without breaking a sweat. Or maybe that designer who turns everything they touch into something genuinely beautiful. Or even the one who gets up on a stage and says what we’re all thinking more clearly and eloquently than we can. Maybe all three. Love or irrationally hate them, there they are, making the things that you struggle with daily look easy. You look skyward and wonder, 'what is it they have that I don’t?'”
EDTECH@UTRGV's insight:
"In a world where anyone can make anything– what matters is your ability to choose and curate what you make.”
UTRGV offers a top-ranked, affordable online Master’s in Educational Technology. This accelerated program prepares students for high-demand roles like instructional design and AI curriculum specialist. Graduates gain a competitive advantage across diverse industries. Learn more here: http://utrgv.edu/edtech
EDTECH@UTRGV's insight:
The EdTech, E-Learning, and AI industries are booming! Get future ready by earning a master's degree in Educational Technology to get ready to design the future of learning.
"Generative AI (GenAI) has made explicit knowledge nearly free. The research, the synthesis, the frameworks—all commoditized. An LLM can produce a cloud migration strategy, draft a technical architecture document or summarize the latest thinking on microservices in seconds. At the same time, technology leadership has never felt harder. What remains scarce is wisdom—the kind forged through implementation, failure and recovery."
EDTECH@UTRGV's insight:
"When leaders manage dashboards rather than systems, entropy accumulates in the structural seams of the software, invisible to anyone who cannot read the code. This raises the question: how do leaders maintain technical depth whilst scaling their responsibilities?"
"The implications of AI for data governance and security don’t often grab the headlines, but the work of incorporating this technology into institutional culture is vital, complex, and illuminating."
EDTECH@UTRGV's insight:
"Bringing AI into real, regulated institutional data environments is not just a technology project; it’s a test of our entire data governance and security philosophy."
"When researchers ask students to test educational technology products, a consistent pattern emerges: Tools that impress adults in demos often fall flat with the students who actually use them."
EDTECH@UTRGV's insight:
"When you center student voice, you learn things about an edtech tool that adults simply can't see."
Institutions should embed an AI use framework into syllabi, program handbooks, IRB protocols, and dissertation templates.
EDTECH@UTRGV's insight:
"[O]ne of the most pressing academic questions remains unresolved: When should the use of AI be cited as a source, and when is it simply a tool that needs no more acknowledgement than spell-check?"
AI models should ensure every instructor, student, and creator has a viable economic access path--ads are a roadblock.
EDTECH@UTRGV's insight:
"We’re stuck in a digital conundrum: how do we keep the AI platforms of the future solvent without locking the classroom door on those who can’t afford the cover charge?"
Explore how AI and cognitive load theory can improve student learning by reducing overload, supporting schema building, and optimizing instructional design.
EDTECH@UTRGV's insight:
"When students are inundated with information, they risk experiencing cognitive overload—a state where the brain is unable to effectively process information, hindering understanding and retention."
"The failure of AI to increase productivity isn’t just cherry-picked anecdote or idle speculation. According to Microsoft’s own study, only 25% of AI initiatives achieved expected returns over the past three years. Computer scientist Gary Marcus has been writing about the hype and misplaced hope around large language models (LLMs) for just as long. But the problem here is not that AI can’t do great stuff; it’s that organizations are not yet thinking in a human-first way about technology."
EDTECH@UTRGV's insight:
"It’s the humans who bring the complexity, culture, and chaos."
"Effective use of microlearning can lead to real behavior change on the job. But figuring out how to successfully build it can be tricky. To help you dive into this important topic, we’ve asked our Micro- & Workflow Learning Online Conference speakers to share their top tips"
EDTECH@UTRGV's insight:
"[M]icrolearning, doesn’t always need to take place while at work, or in the flow of work. Look where people spend their time during breaks, in transit, or other places where they are idle, and catch them there."
To get content containing either thought or leadership enter:
To get content containing both thought and leadership enter:
To get content containing the expression thought leadership enter:
You can enter several keywords and you can refine them whenever you want. Our suggestion engine uses more signals but entering a few keywords here will rapidly give you great content to curate.
Your new post is loading...
The EdTech, E-Learning, and AI industries are booming! Get future ready by earning a master's degree in Educational Technology to get ready to design the future of learning.