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Scooped by
EDTECH@UTRGV
onto Educational Technology News February 23, 1:01 PM
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In an AI era where homework can be generated instantly, the most valuable evidence of learning is human reasoning behind the finished product
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EDTECH@UTRGV
February 23, 1:07 PM
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"Today, district leaders are being asked to make irreversible budget decisions with fewer dollars and less margin for error than ever before. Yet many districts are making those decisions with limited evidence of what actually works in their classrooms — not because leaders lack interest in data, but because few systems are designed to support real-time learning at the district level."
"Traditional funding structures often require districts to commit to specific programs upfront, leaving little room for the iterative testing that defines effective research and development. As a result, districts are often forced to choose certainty over learning — even when that certainty is more assumed than proven."
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EDTECH@UTRGV
February 23, 1:01 PM
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In an AI era where homework can be generated instantly, the most valuable evidence of learning is human reasoning behind the finished product
"Long before generative AI entered the classroom, homework relied on a quiet, fragile assumption that what was submitted reflected independent understanding."
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EDTECH@UTRGV
February 23, 12:58 PM
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"Data collection is being automated. The strategic layer is wide open. The question is which side of that line you’re standing on."
"The research industry is getting commodified. A wave of AI-powered platforms can now conduct interviews, run surveys at scale, transcribe sessions, cluster themes, and deliver summary reports faster than any human team"
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EDTECH@UTRGV
February 23, 12:55 PM
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An AI agent is relational. It functions through ongoing access to your student's digital ecosystem.
"[E]very expansion of AI capability in the agentic era is, simultaneously, an expansion of data exposure. These aren’t separable. You don’t get the powerful AI assistant without giving it access. You don’t open the doors without accepting what flows through them."
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EDTECH@UTRGV
February 20, 9:45 AM
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As generative artificial intelligence supercharges phishing and deepfakes, schools must adapt to protect a culture built on openness and trust.
“Phishing messages that used to be sloppy and easy to spot can now be tailored, timely and written in a way that feels completely legitimate.”
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EDTECH@UTRGV
February 20, 9:42 AM
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This article explores the hidden limitations of recorded learning and how students actually try to overcome confusion during self-study.
"Recorded courses are built around planned explanations. They work well when a student's question matches the structure of the lesson. But learning rarely follows a straight path."
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EDTECH@UTRGV
February 20, 9:36 AM
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"Since the APA Style team wrote our 2023 post about citing ChatGPT, the landscape of generative artificial intelligence (AI) has changed dramatically. You have likely seen, and probably used, other AI tools in the meantime, and using these tools for assistance in the writing process may no longer seem unusual."
"Transparency is an important part of scientific reporting—that is, you should describe what you did and why so that readers can understand, evaluate, and potentially replicate your work. Thus, if you used AI when writing your paper, it will usually be necessary to disclose the use and cite the chat and/or AI tool."
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EDTECH@UTRGV
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"
"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.”
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EDTECH@UTRGV
February 19, 10:28 AM
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A simple, practical blueprint for building your first team of agents for L&D — and what this means for your role
"The tasks that agents are best at — monitoring, pattern-finding, quality-checking, synthesising data, closing feedback loops — are exactly the tasks that instructional designers know they should be doing but rarely have bandwidth for."
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EDTECH@UTRGV
February 19, 10:22 AM
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"The future of digital advertising should feel less like a distraction and more like recommendations from a friend."
A few days ago, ChatGPT began testing ads within conversations. Early examples show a how a user asks a question, receives a standard AI response, and then sees an advertisement aligned with the keywords from that conversation.
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EDTECH@UTRGV
February 19, 10:13 AM
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ETS, known for licensing tests, wants to gauge teacher readiness for new technology.
"The nation’s largest purveyor of licensing exams for teachers now offers a gauge of whether teachers have the skills to use artificial intelligence—the latest sign that the technology continues to infiltrate all corners of K-12 education."
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EDTECH@UTRGV
February 18, 12:05 PM
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The University of Wisconsin system is developing governance policies for students, faculty and staff for responsible use of AI, and UW-Madison’s newest college centered around AI opens this fall.
"In response to the wave of AI, the UW system is developing governance policies for students, faculty and staff for responsible use of AI, Rothman said. The policies would provide guidance to campuses on how research or information is handled if it was put into an AI model for public use."
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EDTECH@UTRGV
February 23, 1:09 PM
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After being accused of cheating, a student sued his university and won. He denied ever having cheating on his essay.
"The ruling last month, reported by NewsDay, found the claims that Orion Newby had used AI to commit plagiarism were 'without valid basis and devoid of reason.'”
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EDTECH@UTRGV
February 23, 1:03 PM
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Research uncovers a critical gap in preparing college students for real-world careers that will be largely AI enabled.
"[W]while roughly half of students expect to rely on AI in their future careers, and believe AI proficiency may matter more than a college degree, only 31 percent are aware of AI courses offered by their institutions, and fewer than 20 percent have taken them."
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EDTECH@UTRGV
February 23, 1:00 PM
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"The head of the International Monetary Fund, Kristalina Georgieva, has warned young people will suffer the most as an AI "tsunami" wipes out many entry-level roles in coming years."
"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."
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EDTECH@UTRGV
February 23, 12:56 PM
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Screen time is rising among the youngest students. Experts explain its effect on literacy skills.
"About one-third of children entering preschool in 2025 didn’t know how to handle a book properly, with some trying to swipe at pages as if they were a phone or tablet."
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EDTECH@UTRGV
February 23, 12:51 PM
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"In recent years, a growing chorus of critics has argued that laptops and digital devices are undermining student learning. Headlines warn of distraction, declining attention spans, and deteriorating academic performance. In response, some schools have moved to restrict or even eliminate laptop use in classrooms altogether.
Yet this framing—technology as the culprit—rests on a flawed assumption. A closer reading of contemporary research suggests a different conclusion:"
"Laptops do not inherently degrade cognition or learning. Poorly designed instructional systems using laptops do."
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EDTECH@UTRGV
February 20, 9:44 AM
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“At a high level, what the school districts are saying is, ‘You targeted kids. You knew that your product was potentially dangerous because it wa
"School districts are among a wave of plaintiffs who claim that the platforms’ design, not the content, poses the real threat to kids’ mental health."
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EDTECH@UTRGV
February 20, 9:38 AM
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"A practical guide to designing with code in 2026"
"What should designers produce to help teams decide faster while raising the quality bar and reducing implementation waste?"
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EDTECH@UTRGV
February 19, 10:38 AM
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Why banning AI won’t fix higher education—and how redesigning teaching, assessment, and integrity can prepare students to learn and lead in an AI-driven world.
"The most profound problems in higher education are structural and pedagogical, not technological. Prohibition doesn’t fix these problems; it hides them."
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EDTECH@UTRGV
February 19, 10:32 AM
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"I showed my team an AI-generated design. Two senior designers called it ‘solid.’ None of them questioned where it came from."
"[T]his design follows every single best practice in the SaaS landing page playbook. Clear headline. Social proof. Benefit-driven copy. Visual hierarchy. It checks every box. And it’s completely forgettable."
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EDTECH@UTRGV
February 19, 10:24 AM
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What new research tells us about the pedagogical perils of "dehumanised" feedback
"[C]an AI make learners feel seen as individuals and make them feel a sense of belonging, which is so critical to their engagement, motivation, and—ultimately—achievement?"
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EDTECH@UTRGV
February 19, 10:17 AM
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Explore how AI boosts speed and clarity in learning design, yet the insight and judgment of instructional designers remain essential.
"[A]midst all this speed and automation, one question keeps resurfacing: If AI can do so much, what role remains for the instructional designer?"
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EDTECH@UTRGV
February 18, 12:14 PM
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"In education, authority and credibility are often misaligned. The voices that shape education policy are rarely those of current teachers. Firsthand insights gained from classroom experience take a backseat to the musings of outsiders. Frequently, those farthest from students dictate the narrative, while ever fewer actual teachers influence national discussions about teaching."
"Teachers live with the consequences. Too often, those outside the classroom make the big decisions."
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EDTECH@UTRGV
February 18, 12:00 PM
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After being accused of using AI for coursework, a student filed a lawsuit arguing that her anxiety and obsessive compulsive disorders contribute to a writing style that was falsely flagged as AI-generated.
"[T]he accusations of AI use were based heavily on "subjective judgments" about her writing style and on AI comparison outputs. The lawsuit said she "vehemently denied" the use of AI for the course papers and provided proof she didn't use AI."
"Long before generative AI entered the classroom, homework relied on a quiet, fragile assumption that what was submitted reflected independent understanding."