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EDTECH@UTRGV
February 11, 5:29 PM
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Looking for a Textbook on Generative AI in Education?
Teaching and Learning in the Age of Generative AI: Evidence-Based Approaches to Pedagogy, Ethics, and Beyond Edited by Joseph Rene Corbeil & Maria Elena Corbeil (2025) 🏆 Winner of the 2025 Systems Thinking & Change Division Outstanding Book Award from the Association for Educational Communications and Technology! If you are designing a course that addresses generative AI in education, this award-winning volume provides a research-driven, classroom-ready foundation. Rather than offering hype or fear, this book helps educators:
- Ground AI integration in learning theory and research
- Address academic integrity with thoughtful, practical strategies
- Redesign assessment for an AI-enabled world
- Explore ethics, bias, privacy, and institutional responsibility
- Leverage AI to enhance critical thinking and digital literacy
Bookended by historical and forward-looking analyses of AI in education, the chapters move beyond surface-level discussions to provide evidence-based approaches for real classrooms—K–12, higher education, and professional learning environments.
This text is ideal for:
- Undergraduate and graduate teacher education programs
- Curriculum & Instruction courses
- Educational Technology programs
- Higher education faculty development
- School technology coordinators and talent development professionals
Adopting a GenAI textbook for an upcoming semester? We invite you to request an inspection copy and explore how this resource can support your students in navigating AI with skill, ethics, and informed judgment.
Request your inspection copy today.
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EDTECH@UTRGV
March 30, 1:56 PM
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Edtech innovation can come from teachers who remove learning guardrails and show students the joy and excitement in trying something new.
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EDTECH@UTRGV
March 30, 1:53 PM
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One New York City education leader has seen an uptick in AI use across emails, grant applications, newsletters, and education-related projects, but just like in the classroom, there are appropriate and inappropriate times to use AI.
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EDTECH@UTRGV
March 30, 1:47 PM
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Learn about the results of a survey by the Digital Education Council in collaboration with Tec de Monterrey's IFE about AI in education.
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EDTECH@UTRGV
March 30, 1:44 PM
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"Today’s leadership mandate requires more than long-term strategy. In a recent interview with McKinsey’s Eric Kutcher, IBM CEO Arvind Krishna had advice for fellow leaders: “You’ve got to be willing to ‘do’: As opposed to getting disrupted by somebody else, disrupt yourself while you still have the cash flow and clients who value your capabilities.”
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EDTECH@UTRGV
March 30, 1:38 PM
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"Focusing on polish and production speed over pedagogy creates a fundamental problem across the industry: Most e-learning authoring tools emphasize digital interactions and visual templates, while providing minimal guidance on pedagogical principles [1]. As a result, users can inadvertently equate an engaging interactive brochure with an effective learning product."
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EDTECH@UTRGV
March 27, 11:24 AM
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Attending the UTRGV Grad Fair? Learn what questions to ask program representatives so you can better understand program expectations, student support, and career outcomes before applying to graduate school.
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EDTECH@UTRGV
March 27, 10:59 AM
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Despite the widespread enthusiasm for OpenClaw's AI agents, the tech comes with some enormous and hard-to-overlook security concerns.
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EDTECH@UTRGV
March 27, 10:52 AM
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Learn practical strategies to increase student engagement in online courses, including interactive techniques for teaching quantitative methods and coding.
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EDTECH@UTRGV
March 27, 10:43 AM
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Google DeepMind proposes a cognitive framework to evaluate AGI and launches a Kaggle hackathon to build capability benchmarks
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EDTECH@UTRGV
March 26, 12:01 PM
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Can AI truly reason? Discover how the CareerNet initiative uses expert labels to improve autonomous decision-making and bridge the gap in machine logic.
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EDTECH@UTRGV
March 26, 11:48 AM
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EDTECH@UTRGV
March 26, 11:42 AM
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Students are clearly embracing AI as a learning tool, but they’re also conflicted about what it means for their own learning.
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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."
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EDTECH@UTRGV
March 30, 1:55 PM
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Colleges’ rush toward artificial intelligence is outpacing oversight, policy, and academic safeguards--that's the danger of AI.
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EDTECH@UTRGV
March 30, 1:51 PM
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"Artificial intelligence has moved decisively from research corridors into the core of undergraduate education across the United States, forcing universities to redraw academic priorities with unusual speed."
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EDTECH@UTRGV
March 30, 1:45 PM
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University of Phoenix College of Doctoral Studies scholars Patricia Akojie, Ph.D., Marlene Blake, Ph.D., and Louise Underdahl, Ph.D. have published new research exploring how generative artificial intelligence tools (GenAI) are being used in academic environments. Their article, “Academic Applications of Generative Artificial Intelligence Tools: A Scoping Review,” appears in the peer-reviewed International Journal of Digital Society.
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EDTECH@UTRGV
March 30, 1:40 PM
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"The importance of fostering a sense of connection in higher education, particularly in virtual environments, is well-documented in educational research [1]. Meaningful connections—with peers, instructors, and within this context, course material—are central to student engagement and success, particularly in online learning contexts, where physical presence and face-to-face interaction are absent. Scholars have noted that the absence of these traditional forms of engagement necessitates intentional instructional strategies to support students' sense of belonging and active participation in the learning process [2]."
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EDTECH@UTRGV
March 30, 1:35 PM
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"Florida’s public university leaders are consulting in-house and private-sector artificial intelligence experts to help formulate the state system’s approach to the technology... The state is compiling a report about recommended AI use across the system in the “near-term,” governor Ed Haddock said. Haddock chairs the newly formed Task Force on Artificial Intelligence and Cybersecurity."
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EDTECH@UTRGV
March 27, 11:02 AM
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Students are consulting artificial intelligence tools for their college searches, finding it useful for tracking down programs they might be interested in, flagging schools they hadn’t thought of and tracking deadlines.
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EDTECH@UTRGV
March 27, 10:54 AM
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Researchers at Tufts University have released the "first-of-its-kind data-driven framework," dubbed the American AI Jobs Risk Index.
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EDTECH@UTRGV
March 27, 10:45 AM
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Learn how Google's NAI framework uses AI to make technology more adaptive, inclusive and helpful for everyone.
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EDTECH@UTRGV
March 27, 10:41 AM
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"Earlier this year, we released the Brookings Global Taskforce on AI and Education report, A New Direction for Students in an AI World: Prosper, Prepare, Protect. Our key finding was striking: while AI offers clear benefits—expanded access, time savings, personalization, and new forms of assessment—its potential risks to cognitive and socioemotional development, trust, safety, dependence, and equity currently overshadow these benefits."
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EDTECH@UTRGV
March 26, 11:52 AM
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A study of more than 70 AI models, such as ChatGPT, shows that answers are similar even when prompted to be creative or brainstorm.
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EDTECH@UTRGV
March 26, 11:44 AM
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The goal of AI in higher education should be clear: Use technology to reinforce the learning moment, not replace it.
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EDTECH@UTRGV
March 26, 11:37 AM
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Two years into his English literature degree at the University of Pittsburgh, sophomore Luke Johnson has noticed something in his liberal arts courses: Students in his classes have gone quiet.
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"Tasks that are eliminated are usually what entry-level jobs do at present, so young people searching for jobs find it harder to get to a good placement."