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Scooped by
EDTECH@UTRGV
onto Educational Technology News February 19, 10:36 AM
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"The battle between bots and brains has already begun, and educators can see how it might end"
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EDTECH@UTRGV
April 3, 11:57 AM
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"With the rapid advancement of generative artificial intelligence (GenAI) technology, the potential educational applications of Chat generative pre-trained transformers (ChatGPT) have attracted significant attention. However, the research on the specific effects of ChatGPT on student learning outcomes and its moderating factors remains insufficient. This study aimed to quantify the effects of ChatGPT on student learning outcomes and explore relevant moderating variables using a meta-analysis approach."
"The analysis included 35 studies published between 2022 and 2024, involving 4193 participants. The results indicated a moderately positive effect of ChatGPT on student learning outcomes (g = 0.670), significantly enhancing both cognitive and non-cognitive skills."
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EDTECH@UTRGV
April 3, 11:52 AM
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Educators are no longer naively wondering if students will use generative AI to do their homework for them. A big question now is how to determine what students are actually learning.
"Educators are no longer naively wondering if students will use generative AI to do their homework for them. A big question now is how to determine what students are actually learning."
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EDTECH@UTRGV
April 3, 11:45 AM
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"Language has always evolved. But this time, it’s being rewired faster than most of us can keep up with, and our sentences are caught in the middle."
"We train AI on human-generated text. AI redistributes that text back to us, statistically optimised and lightly laundered. We absorb it, repeat it, and feed it back in again. Over time, the boundary between what the machine sounds like and what we sound like starts to blur."
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EDTECH@UTRGV
April 3, 11:38 AM
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"Building intuitive AI products requires designing for context management"
"It’s easy to assume...[that LLM] models just aren’t 'smart enough' yet. But that’s not quite right. The problem isn’t intelligence. It’s context."
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EDTECH@UTRGV
April 1, 1:59 PM
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"AI agents are starting to look less like chatbots and more like services. They can coordinate tasks, call tools and make changes in production systems without a human reviewing every step. For large enterprises, that autonomy is both an opportunity and a risk. The question is no longer whether an AI system can generate a good answer. It is whether you can govern what the system does."
"When software is allowed to 'do,' not just 'say,' governance becomes an infrastructure requirement."
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EDTECH@UTRGV
April 1, 1:55 PM
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In a new series, we will test the limits of the latest AI technology by pitting it against human experts.
"The lines between human and AI capability are increasingly blurred. For some that's terrifying, for others it will open up new worlds of possibility."
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EDTECH@UTRGV
April 1, 1:46 PM
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In his book and Senate testimony, a neuroscientist offers a three-pronged case against screens and edtech in schools.
"There’s no smoking-gun data showing that ed-tech is at the root of, or even contributing to, recent learning declines."
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EDTECH@UTRGV
April 1, 1:40 PM
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What are you doing to ensure that the degree and certificate candidates at your institution are prepared to thrive in the new environment that is emerging in this year and next? Technologists, economists and visionaries are warning us that in the next three to 18 months, we are going to experience rapid and pervasive disruption of our professional lives, workplace models and distribution of income. Professional positions requiring college degrees will be lost, remade into highly productive, cost-efficient, hybrid human-AI models where human contributions and compensation will collectively shrink and evaporate.
"What are you doing to ensure that the degree and certificate candidates at your institution are prepared to thrive in the new environment that is emerging in this year and next?"
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EDTECH@UTRGV
March 31, 1:35 PM
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"[T]he emergence of AI has produced a bonfire of hot takes about what it all means for education. Three and a half years on from the November 2022 unveiling of ChatGPT, let’s try to sort through a handful of them."
"[T]he most promising path may entail recommitting to the buzz-free fundamentals of cultural literacy, academic knowledge, device-free contemplation, and in-person interaction."
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EDTECH@UTRGV
March 31, 1:30 PM
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The new AI agent aims to save faculty time on “low-value tasks,” but stops short of fully automating grading. But some experts worry that the rise of agentic AI could lead to a dead classroom, where computers teach other computers. Weeks after an outside agentic artificial intelligence tool called Einstein caused an uproar over its ability to complete entire courses in the learning management system Canvas, Canvas has unveiled an agentic AI tool of its own. But instead of helping students cheat—or automating instruction—its creators say it’s designed to enhance teaching and learning.
"Although Canvas’s AI agent can create customized assignments and generate personalized feedback, he characterized the idea of AI agents grading the work of other AI agents as “dystopian” and something Instructure wants to avoid"
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EDTECH@UTRGV
March 31, 1:18 PM
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Delve into what beginners actually want to know about Artificial Intelligence and how to design an AI course that works for them.
"Understanding how AI works matters, especially around safety and privacy. But the sequence matters more than the content. Do first, understand later. That's how most adults learn new technology anyway. You didn't read the iPhone manual before making your first call."
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EDTECH@UTRGV
March 31, 1:13 PM
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Canvas will introduce its first AI agent directly into the LMS later this year, arriving in a chaotic landscape where few institutions have considered how agentic AI will impact faculty teaching and student learning.
"Anyone, including a student, can use an agentic browser or even an open-source alternative to not only automate their assessments but also complete the very evaluations that teachers and institutions use to gauge how faculty performed in the course."
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EDTECH@UTRGV
April 3, 11:59 AM
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Discover how using AI to teach critical thinking in higher education turns AI errors into powerful classroom strategies that build information literacy and academic judgment.
"When AI gets things wrong, it creates powerful teachable moments. Giving students an AI-produced answer that contains mistakes pushes them to slow down, test claims, and fix problems."
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EDTECH@UTRGV
April 3, 11:54 AM
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A pilot study analyzing college students’ writing with AI shows an interactive process, from brainstorming to editing the output produced by chatbots.
"[S]tudents appear to be negotiating when and how AI belongs in their writing."
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EDTECH@UTRGV
April 3, 11:50 AM
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"Many organizations are struggling to scale gen AI and agentic AI. But adoption challenges are not technical—they are experiential. Here’s how to design AI tools that people will embrace."
"In many of today’s AI tools, users tend to oscillate between accepting outputs uncritically or abandoning tools when the results are disappointing. AI-native experiences must make collaboration, review, correction, and intervention feel like a natural part of the workflow."
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EDTECH@UTRGV
April 3, 11:40 AM
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"An article published in 2025 proposed a newly observed disorder called Generative AI Addiction Syndrome (GAID), describing how some users feel anxious when cut off from AI, lose sleep over it, or withdraw from social contact. Is AI really addictive, or is it the way it’s designed that hooks us? As AI becomes more common, these are questions worth asking."
"Researchers define AI addiction by three core traits: loss of control over use, continuing despite negative consequences, and anxiety when access is cut off."
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EDTECH@UTRGV
April 1, 2:03 PM
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"The rise of generative AI in higher education is reshaping how feedback is delivered, but meaningful learning could be undermined if its use is not carefully guided by principles of care, trust and connection, according to new research led by the University of Surrey. Published in Assessment & Evaluation in Higher Education, the paper explores how generative AI technologies, including chatbots such as ChatGPT, are transforming feedback for students—highlighting both the opportunities and risks of AI in education."
"While AI can generate responses at speed and scale, researchers argue it cannot fully replicate the judgment and relationships that make feedback effective. Instead, they call for a "care-full" approach—one that treats feedback not as a set of comments, but as an ongoing process of dialogue, reflection and growth. Without this, they warn, it risks reducing feedback to a transactional exercise rather than a meaningful part of learning."
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EDTECH@UTRGV
April 1, 1:58 PM
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"Artificial intelligence (AI) is quickly moving beyond chatbots and copilots. A new generation of AI agents is beginning to perform real actions. These agents can access APIs, move money, retrieve data, write code, interact with customers and even coordinate other agents.
That shift raises a simple but critical question: Who is watching what the agent actually does?"
"A policy firewall sits between the AI agent and the systems it wants to interact with. It acts as a checkpoint that intercepts and evaluates every action before it happens."
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EDTECH@UTRGV
April 1, 1:54 PM
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Explore the concept of a learning mindset and its importance for organizations in today's fast-paced, AI-driven world.
"As AI and automation reshape how work gets done, roles evolve faster than job descriptions can keep up. The half-life of skills is shrinking, which means what employees know today may lose value much sooner than expected."
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EDTECH@UTRGV
April 1, 1:43 PM
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Conversations with Kevin Hogan—Pineville ISD technology coordinator Kenzo Vanhaesebroeck explains why vague-on-purpose policy, a grading scale for AI use, and teacher-to-teacher modeling are the best defenses a small district has against an overnight technological revolution
With every other platform, we had a little bit of a heads up...With AI, we didn't even have a chance to really put policy in place before Google, Meta, all these big companies just said, 'Hey, it's here, it's integrated.'"
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EDTECH@UTRGV
April 1, 1:37 PM
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"AI didn’t teach designers to code. It gave them back the decisions that were always theirs."
"For designers who’ve spent years watching their craft get approximated on the other side of a handoff, that’s a meaningful change. The gate was never locked. We just needed tools that made it obvious."
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EDTECH@UTRGV
March 31, 1:32 PM
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AI has arrived as a powerful, pervasive reality, bringing with it a whirlwind of innovation, new tools, and pressing questions. Here are five practical steps to help your institution navigate this rapidly evolving landscape and accelerate its path to real transformation.
"Early AI experimentation through tools, training, hackathons, or idea sessions can build momentum, demystify AI, and support innovation across campus.
Successful AI integration requires strategy and dedicated expertise: Institutions should establish dedicated roles or teams to guide AI strategy, oversight, and governance."
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EDTECH@UTRGV
March 31, 1:20 PM
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"Over the past several years, schools have been urged to respond to the rapid emergence of generative AI tools such as ChatGPT with limited information and a lot of hype and horror stories. Some have framed the technology as potentially transformative for teaching and learning, while others claim the opposite. Yet in many classrooms, adoption has been slower and more selective than the surrounding hype might suggest."
"When professionals encounter a tool that is widely marketed but still evolving, they ask a basic question: What does this actually help me do better?"
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EDTECH@UTRGV
March 31, 1:14 PM
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Relying entirely on a vendor’s AI means adopting their hidden assumptions, which is why teams should build their own intelligence layers.
"As basic platform features become easier to access, the new competitive frontier is owning your AI intelligence layer."
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EDTECH@UTRGV
March 30, 1:58 PM
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"A little over a decade ago, schools were swept into what many described as a movement to prepare students for the future of work. That work was coding — “Hello, world!”
Districts introduced new courses, nonprofits expanded access to computer science education and a growing ecosystem of programs promised to teach students the skills needed to enter the tech workforce. For many, it felt like a necessary correction to a rapidly digitizing world. But over time, a more complicated picture emerged."
"The “learn to code” movement raised an important question that still lingers today: Which skills actually endure when technologies change?"
"Reading closely, thinking critically, and writing with logic and evidence are precisely the skills people need to realise the bona fide potential of AI to support lifelong learning.”