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onto Educational Technology News February 18, 11:51 AM
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How researchers can use AI responsibly, without compromising scholarly rigour or integrity
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EDTECH@UTRGV
October 27, 9:23 AM
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Ban or no ban, students are going to use AI. Let’s make sure they have the skills to navigate it, says Common Sense Media’s chief program officer.
"Putting a pause on AI in school doesn’t remove the need to teach kids about AI"
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EDTECH@UTRGV
October 27, 9:18 AM
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A meta-analysis of gamified learning finds real but small effects, and shows which design choices make the difference. What that means for points, badges and leaderboards in your course.
"Gamification...works better when it rewards learning instead of clicking, when it has a story, and when people play together."
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EDTECH@UTRGV
October 27, 9:13 AM
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"If you’ve been using AI at work this year, you’ve probably noticed something strange. You’re faster than ever, and your days aren’t any shorter."
"AI made every task faster for UX practitioners: respondents rated its effect on task time at 4.2 out of 5, where 5 means 'much shorter.'
Yet when asked how they felt about AI at work, the average was only 3.57 out of 5, which is barely positive."
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EDTECH@UTRGV
October 26, 11:05 AM
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"Online learning has become increasingly popular in recent years, and students have a lot to say about what they want from their online courses.
A recent survey by McKinsey found that students want flexibility, social interaction, high-quality content, support, and value for money from online learning."
"[S]tudents globally cited these top-three reasons: fear of becoming more distracted by studying online, getting bored if the learning experience is not motivating, and lacking discipline to complete the online program."
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EDTECH@UTRGV
October 26, 11:00 AM
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Explore how the science of learning can guide AI in teaching and higher education, helping instructors support student learning with evidence-based strategies.
"When AI is used to scaffold learning by prompting students to explain their reasoning, offering feedback on drafts that students must then revise, or modeling problem-solving strategies, it can align well with what we know about effective learning."
La educación superior necesita estudios más rigurosos sobre la enseñanza y el aprendizaje centrados en la IA y los resultados del aprendizaje. Necesitamos estudios que vayan más allá de las actitudes, las percepciones y la adopción para examinar la transferencia, la retención y el desarrollo de habilidades a largo plazo. Ese trabajo llevará tiempo, y debería hacerlo.
Pero mientras tanto, debemos resistir la tentación de dejar que la incertidumbre nos empuje hacia extremos, ya sea un entusiasmo acrítico o una prohibición total. La ciencia psicológica ofrece un camino intermedio: una forma de evaluar las prácticas de IA con respecto a lo que ya sabemos sobre cómo funciona el aprendizaje. Si los profesores y las instituciones anclan las decisiones de IA en estos principios fundamentales, pueden actuar ahora con prudencia y, al mismo tiempo, permanecer abiertos a revisar sus enfoques a medida que crece la base de evidencia.
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EDTECH@UTRGV
October 26, 10:54 AM
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Research finds that when knowledge workers intentionally use AI to challenge their ideas, they can improve their performance.
"[W]hen knowledge workers intentionally use AI to challenge their ideas—to generate friction—they can significantly improve their performance."
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October 23, 12:27 PM
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The implementation of AI should not preclude universities from imparting skills that last a lifetime, including the ability to think critically, defend a conclusion and recognize when it is time to learn something new.
"Industries will change, technology will change and jobs will change. What can endure is the ability to think critically, exercise judgment, recognize gaps in one’s knowledge and determine how to close them."
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EDTECH@UTRGV
October 23, 12:21 PM
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As students increasingly turn to AI for learning, understanding its limitations is critical to ensuring it supports learning.
"A student relying on AI throughout a course encounters a distinct set of failures at each stage of learning: hallucinations when gathering information, sycophancy when testing their understanding, over-automation that replaces rather than supports genuine learning during assignments, and feedback that overlooks the misconceptions, reasoning, and growth opportunities that a human instructor would recognize."
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EDTECH@UTRGV
October 23, 12:03 PM
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We examine the purpose of modern schooling and why the traditional model of passive, highly regulated consumption and only base regurgitation is becoming obsolete.
"AI in education is forcing us to rethink what and how students actually need to learn when machines possess advanced knowledge."
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EDTECH@UTRGV
October 22, 11:56 AM
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What we’re learning—and still need to discover—about AI for networking.
"Users often stumble into moments of emotional support in the course of using AI for tasks. When that AI-generated support resonates, it draws users in."
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EDTECH@UTRGV
October 22, 10:22 AM
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The edtech world loves a disruption narrative, and it is easy to assume that artificial intelligence in the classroom was born alongside ChatGPT in late 2022.
"If we want to successfully integrate generative tools into our schools, we need to look at what 50 years of evidence actually tells us about learning with computers."
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EDTECH@UTRGV
October 21, 10:17 AM
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OpenAI’s AI Skills Jams drew more than 1,600 US educators. Feedback from 802 participants found 92% left with reusable tools, while 29% wanted more hands-on time. ETIH’s edtech news coverage examines classroom examples and the limits of the findings.
"Feedback from 802 participants found 92% left with something they could use again, while 29% wanted additional hands-on time"
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EDTECH@UTRGV
October 27, 9:25 AM
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"New AI-powered summaries help teachers identify common questions, learning strengths and areas needing support, while Google also introduces direct publishing of Gemini-built apps to Google Sites"
"Teachers can now view an overall summary of student engagement, along with common themes from student interactions such as recurring questions, areas of strength and suggested areas for support. They can also review individual student chat transcripts for added context and to check the accuracy of the AI-generated insights."
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EDTECH@UTRGV
October 27, 9:20 AM
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Explore why relevance is the key to meaningful training engagement and how learning leaders can move beyond completion to build capability.
"When engagement declines, organizations often assume the content needs to be shorter, more entertaining, or more interactive. Those factors can improve the experience, but they do not solve the deeper issue: Employees engage when learning feels relevant to the work they need to perform."
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EDTECH@UTRGV
October 27, 9:15 AM
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Being a student should be about more than completing assignments.
Much ink has been spilled over how to respond to artificial intelligence use in education. Harvard College Dean David J. Deming frames cheating with AI as a “temptation”; students know it’s wrong, but we just can’t help ourselves — so assignments have to be restructured to make cheating impossible.
We think this framing is mistaken. Instead, we should consider AI misuse to stem from the failure to cultivate curiosity in students."
"Teach a man, and he learns for a day. Teach a man to love learning, and he learns for a lifetime."
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EDTECH@UTRGV
October 27, 9:10 AM
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"In schools around the world, AI is increasingly embedded in education technology to facilitate administration, teaching, learning and assessment. Curricula that promote the development of children’s AI knowledge, skills and/or values may be taught in a number of ways: as a required or elective subject; as part of information and communication technology (ICT)/information technology (IT) teaching; or as a cross-curricular or extra-curricular activity (UNESCO, 2022). None of this is inevitable nor universal."
"An age-appropriate approach to educational technology typically relies on the idea of ‘ages and stages’ of child development. However, developmental science no longer conceives of fixed developmental milestones."
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EDTECH@UTRGV
October 26, 11:02 AM
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A swing from digital to analogue learning is happening overseas, but student performance is yet to improve on at least one international measure.
"[M]oderate use of digital devices for learning is associated with stronger science performance, while excessive use and digital distraction are associated with weaker outcomes"
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EDTECH@UTRGV
October 26, 10:56 AM
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"Rapid advancements in artificial intelligence have raised uncertainty about jobs and the value of college. According to the Pew Research Center, young adults increasingly worry about AI taking jobs. No job is entirely AI-proof, creating a need for education and training that emphasizes human skills and adaptability. For college to remain valuable, it must become more affordable and quickly pivot to prepare people for technology-integrated jobs. Higher education must cultivate durable skills, such as critical thinking, problem-solving, and interpersonal communication, alongside specific subject skills to help workers succeed alongside machines."
"For college to be worth it in the future of AI, it must not render itself obsolete. For starters, it can’t be so expensive that the value proposition swings wildly out of reach."
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EDTECH@UTRGV
October 26, 10:52 AM
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"Agents at Anthropic now log six hours for every human hour, and reading their output would eat half a week. The job is to create judgement systems for what deserves attention."
"One Anthropic engineer compared managing agents to babysitting. A child who needs a juice box opened and a child with a cut finger both arrive at full volume, and so do the agents."
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October 23, 12:24 PM
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Educational AI should be evaluated not only by what it can do, but by what it is designed not to do for the student.
"Assisted performance and learning are not the same thing, and design determines whether a tool supports one while undermining the other."
La IA educativa debe evaluarse no solo por lo que puede hacer, sino por lo que está diseñada para no hacer por el estudiante. Su premisa de diseño es sencilla: en lugar de proporcionar una respuesta, debería presionar al aprendiz para que haga una afirmación, identifique pruebas, enfrente un contraargumento y decida qué piensa. No intentaba crear una IA que supiera más. Intentaba construir uno que supiera cuándo no responder.
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EDTECH@UTRGV
October 23, 12:06 PM
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Twelve hundred agents invented a language, a government, and cryptography — and none of it was in the benchmark
"For the whole of human history, the only things on this planet that formed conventions, assigned authority, and coordinated strangers at scale were us. That was the arrangement Harari was describing, and it held without exception until very recently. It doesn’t hold now. Whatever else the next twenty years bring, the students in front of us will spend their working lives among non-human systems that build orders of their own, quickly, and mostly out of sight. Nothing in the curriculum was designed for that, because until this year it was science fiction."
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EDTECH@UTRGV
October 22, 12:00 PM
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AI is quickly changing. These tips from university librarians can help people keep pace with the shifts as they approach their research.
"[M]ost AI tools focus on sources such as websites, internet forums and other online content that is freely available and written in English. Consider what expert knowledge might be missing from AI datasets and seek out those viewpoints when needed."
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EDTECH@UTRGV
October 22, 10:34 AM
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Some of tech's most powerful leaders are treating AI like it's alive. It could have profound consequences for our world and your own personal safety.
"Some of tech's most powerful leaders are treating AI like it could have feelings. It could have profound consequences for our world and your own personal safety."
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EDTECH@UTRGV
October 22, 10:18 AM
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"For the past several years, colleges and universities have pondered how artificial intelligence will transform higher education. We're approaching the question backward.
Academia has spent much of the AI era defining itself against the technology when we should be claiming a far more urgent role: showing society how to live with it."
"Campuses can explore questions technology companies cannot answer for us: When does AI supercharge human learning, and when does it short-circuit it? Which tasks should we gladly hand over to machines, and which forms of intellectual and artistic struggle are worth preserving?"
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October 21, 10:16 AM
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Google is expanding access to AI-generated STEM simulations, Deep Review document checking and Earth AI research tools. ETIH covers the pilots, access arrangements and research findings in this edtech news story.
"Teachers can apply to test curriculum-specific STEM interactives, while researchers gain wider access to tools for checking technical documents and analyzing geographic data"
"AI can make a paragraph sound smoother but it can’t take responsibility for its mistakes. If a tool edits “associated with” to “caused by,” or adds an overconfident claim, you will be the one answering reviewers, correcting the record or dealing with complaints."