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EDTECH@UTRGV
onto Educational Technology News April 8, 11:32 AM
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Why one early adopter of computers in classrooms has decided to toss them
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EDTECH@UTRGV
May 8, 4:52 PM
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"The implications of AI literacy, or lack thereof, are far-reaching. They extend beyond national ambitions to remain “a global leader in this technological revolution” or even prepare an “AI-skilled workforce,” as the executive order states. Without basic literacy, citizens and consumers are not well equipped to understand the algorithmic platforms and decisions that affect so many domains of their lives: government services, privacy, lending, health care, news recommendations and more. And the lack of AI literacy risks ceding important aspects of society’s future to a handful of multinational companies."
"AI literacy refers to “a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace.”
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EDTECH@UTRGV
May 8, 4:43 PM
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"Chromebooks are scattered all around the classrooms of Floyd M. Jewett Elementary School in Mesick, Michigan.
Towers of them are teetering atop bookshelves. They’re piled up in corners of classrooms. They’ve even cropped up in one classroom’s dish rack.
But there’s one place you won’t find them: in students’ hands.
Last month, Mesick Consolidated Schools banned digital devices in its elementary school of about 250 students. The decision wasn’t an agonizing one. The ban came at astonishing speed, almost overnight, after a conversation between Mesick Superintendent Jack Ledford and Jewett Principal Elizabeth Kastl."
"When it comes to the ban on screens, school leaders think it’s much easier to teach students technology skills than social skills."
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EDTECH@UTRGV
May 8, 4:34 PM
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"The most advanced artificial intelligence systems in history now ask us to communicate through a blinking cursor in an empty text box.
We have, in the most literal sense, gone backwards.
For the last forty years, the entire trajectory of interaction design has been a movement away from the command line and toward direct manipulation. We moved from typing instructions to pointing, clicking, dragging, and seeing the results immediately. We built interfaces that showed us what was possible rather than demanding we memorise a syntax. Then, with the touchscreen, we removed even the mouse, the most direct manipulation yet, a finger on glass, the interface collapsing to almost nothing between intention and action."
"Then AI arrived, and we threw it all away. We retreated to the exact paradigm that a generation of researchers spent decades trying to escape: type what you want, and hope you chose the right words."
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EDTECH@UTRGV
May 7, 11:47 AM
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Generative artificial intelligence has unsettled higher education, raising fears that students will lose the ability to think. Drawing on classroom experience and student feedback, we argue that grounded inquiry sharpens judgement in Earth science teaching by limiting AI to set sources and auditing its claims.
"The challenge in AI use is therefore not how far students should rely on AI but whether universities can help them ask questions that expose uncertainty rather than conceal it."
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EDTECH@UTRGV
May 7, 11:40 AM
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"The debate about AI and human cognition has followed predictable patterns since February of 2025 when the MIT paper dropped. A study appears showing that students who lean on AI show weaker neural engagement, and the headlines declare that ChatGPT is making us dumber. A counter-study appears showing that strategic AI delegation produces deeper learning, and the response is that the doomers were wrong all along. But how do different definitions of learning shape studies and the interpretation of data?"
"[H]ow AI is used matters more than whether it is used."
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EDTECH@UTRGV
May 6, 1:21 PM
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"Missouri. Utah. LA Unified School District. Bend-La Pine Schools. Medford School District. What do all of these states and school districts have in common? They’re all taking steps to restrict the use of technology and screens in their classrooms, after years of schools increasing their use of laptops."
"Some worry that the push to remove technology from schools will keep students from being tech literate, or that removing all screens may mean limiting an opportunity for individualized instruction."
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EDTECH@UTRGV
May 6, 1:13 PM
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Two years ago, Josephine Timperman arrived at college with a plan. She declared a major in business analytics, figuring she’d learn niche skills that would stand out on a resume and help land a good job after college.
But the rise of artificial intelligence has scrambled those calculations. The basic skills she was learning in things like statistical analysis and coding can now easily be automated. “Everyone has a fear that entry-level jobs will be taken by AI,” said the 20-year-old at Miami University in Ohio."
"The rise of artificial intelligence is prompting college students to second-guess their career paths."
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EDTECH@UTRGV
May 6, 1:10 PM
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"As the push to curb screen time and ed tech in schools gains momentum, district leaders need to be alert and proactive in communicating about the issue with their communities, said Barbara Hunter, executive director of the National School Public Relations Association.
With the spotlight on ed tech, Hunter said, now is an opportune moment for districts to show how technology is benefiting students in the classroom. But that requires strategic communication, she added."
"A school communications expert says districts need to be proactive and transparent about the ways ed tech benefits students as challenges mount."
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EDTECH@UTRGV
May 6, 1:07 PM
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"Schools that required students to keep their cellphones in lockable pouches during the school day saw an uptick in suspension rates and a decrease in student well-being in the first year the cellphone policies were implemented. However, those negative effects dissipate in subsequent years, according to new research from the National Bureau of Economic Research."
"A National Bureau of Economic Research paper finds such restrictions had little impact on attendance, attention and perceived online bullying."
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EDTECH@UTRGV
May 5, 2:50 PM
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As AI use becomes common in the workforce, institutions of higher education must train students to be fluent in the technology, so they can evolve with it.
"Competency means knowing how to operate the tools. Frankly, our students can gain competency quickly through a weekend workshop, YouTube videos or simple trial and error. Fluency, on the other hand, means understanding what the tools can and cannot do. It requires recognizing the assumptions baked into systems trained on imperfect data, asking who benefits and who bears the costs when AI is deployed in a hiring process, a courtroom or a healthcare setting."
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EDTECH@UTRGV
May 5, 2:45 PM
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AI is already in the classroom--will we give it a place that makes sense for teaching and learning as the technology evolves?
"Teachers are responding in real time, trying to protect their classrooms, their expectations, and their students. But over time, that flexibility creates inconsistency. Students are left to figure out what is acceptable, what is not, and when the rules apply."
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EDTECH@UTRGV
May 5, 2:41 PM
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How AI leadership and enterprise AI strategy are transforming the future of work, and how Stanford GSB Executive Education prepares leaders to adapt.
"Organizations should approach...as an ongoing capability that requires refinement. With technological changes, adaptability will matter more than technical knowledge of any single tool."
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EDTECH@UTRGV
May 8, 5:01 PM
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"The SAMR + AI Matrix is a structured learning design tool that aligns the SAMR Model with Bloom's Taxonomy, mapping levels of technological use to cognitive demand to guide instructors in determining how artificial intelligence (AI) could impact student work. This matrix is operationalized through a five-step framework that helps instructors deliberately design for the presence of AI in learning experiences."
"[T]he SAMR + AI Matrix, when applied alongside disciplinary expertise, offers a structured approach to positioning GenAI as a tool that supports students' preparation to make meaningful contributions in their field."
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EDTECH@UTRGV
May 8, 4:48 PM
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"Microlearning works for busy people. And that's probably not the type of insight you came here for, but it's a place to start. The strongest argument for microlearning is their convenience. But can and should everything fit into such bite-size content? That's a question I see more and more organizations struggling with. There is no time (or budget allocation) to allow for long-form training that can plausibly resolve all of the many learning gaps. Given the many concerns everywhere around the globe, there is also direction lacking from executives to really focus on noncritical training."
"Instead of thinking of microlearning as a replacement, we should just think of it as part of a system. One where each format plays a role in how people first learn, build, and retain knowledge."
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EDTECH@UTRGV
May 8, 4:40 PM
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Generative artificial intelligence has unsettled higher education, raising fears that students will lose the ability to think. Drawing on classroom experience and student feedback, we argue that grounded inquiry sharpens judgement in Earth science teaching by limiting AI to set sources and auditing its claims.
"The risk posed by AI in higher education is not that students will stop thinking, but that institutions will continue to reward the imitation of knowledge. Used well, grounded inquiry offers a way to reverse that habit — by teaching students not to ask machines for answers, but to use them to ask better questions."
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EDTECH@UTRGV
May 7, 11:49 AM
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From black box to learning lab: how open, scalable systems can turn AI access into real literacy for students.
"AI is moving so quickly that for many users, it might as well be magic. And when something feels like magic, people stop asking questions. That’s exactly what students can’t afford to do."
Un article passionnant de eCampus News rappelle une idée essentielle : utiliser l’IA ne suffit plus. Les étudiants doivent apprendre à comprendre ses limites, questionner ses réponses et développer leur esprit critique.
� Plusieurs points m’ont particulièrement marqué :
• L’IA peut donner une réponse “convaincante”… sans qu’elle soit correcte
• Les établissements doivent éviter “l’effet boîte noire” où l’on utilise l’outil sans comprendre son fonctionnement
• Les compétences humaines restent centrales : jugement, réflexion, créativité, éthique et capacité à vérifier l’information
• Former à l’IA, ce n’est pas uniquement apprendre des prompts, c’est développer une véritable culture numérique critique
Dans l’enseignement, cela pose une vraie question :
� Préparons-nous les étudiants à utiliser l’IA… ou à travailler intelligemment AVEC elle ?
À mes yeux, le défi des prochaines années sera là : former des citoyens et professionnels capables de collaborer avec l’IA sans devenir dépendants de celle-ci.
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EDTECH@UTRGV
May 7, 11:45 AM
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"When ChatGPT was launched in November 2022, some universities decided to quickly ban students from using it, not least because they feared that GenAI would kill assessment integrity. Bans like these are now rare, but some universities still ask students to fill in disclosure statements about their GenAI use, and emphasize that some assessment tasks – for instance, asking a GenAI tool to write your BA thesis – are strictly prohibited. Other university administrations suggest that teachers should schedule oral examination moments to check if suspicions about some students’ impermissible GenAI use are true."
"What are the burdens and benefits that GenAI technologies and the policies designed around these technologies create, and are these burdens and benefits fairly distributed among students, on the one hand, and teachers, on the other?... [C]an assessment be fair or be made to be more fair in the age of GenAI?"
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EDTECH@UTRGV
May 7, 11:33 AM
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What can we learn about screen time limits by closely examining the first round of phone ban impact research?
"The students who benefit most from phone restrictions are the students who need the most support and have the fewest alternative resources. That is not a reason to dismiss the modest effect sizes. It is a reason to take them seriously on their own terms."
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EDTECH@UTRGV
May 6, 1:17 PM
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"Back in January, the viral sensation OpenClaw kicked off the personal AI assistant craze, where you install a team of AI agents on your desktop, give them goals, and set them loose. Fast forward to May and now there’s a new buzzy trend that’s ready to take off: “proactive” AI (i.e., AI agents that go to work without even being asked)."
"While agentic AI tools like OpenClaw and Claude Cowork rely on outcomes previously defined by the user, Pulse, Orbit, and Proactive Assistant appear poised to act first, sussing out your interests and intentions based on your chats, connected apps, and other signals."
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EDTECH@UTRGV
May 6, 1:11 PM
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AI literacy is increasingly seen as fundamental knowledge for students. How can educators set the parameters that ensure proficient use of artificial intelligence across the institution, regardless of discipline? Junghwan Kim offers advice
"AI proficiency cannot simply mean “learning the tool”. Students must develop deep knowledge in their field and learn how AI interacts with that knowledge."
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EDTECH@UTRGV
May 6, 1:08 PM
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"When implementing artificial intelligence tools in schools, educators should take a human-centered approach, remaining mindful of “elements that technology can’t replace but can erode or strengthen depending on how it’s used,” says Maddy Sims, a senior fellow at the Center on Reinventing Public Education.
Introducing AI without a strategy can create an “efficiency paradox” where legacy school models become more affordable and efficient but aren’t responsive enough to student needs, according to a whitepaper co-written by Sims."
"Educators must stay aware of what tech can’t replace, and what it can “erode or strengthen” based on use"
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EDTECH@UTRGV
May 5, 2:53 PM
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"Human-in-the-loop (HITL) has emerged as the default answer to concerns about AI trust, safety and governance. The logic is that when AI systems make decisions that affect people, a human should be involved."
"In safety-critical environments, insisting that humans be in every real-time loop does not make systems safer. Designing for reliability does."
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EDTECH@UTRGV
May 5, 2:47 PM
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AI replaces information overload with tunnel vision, creating faster decisions but hidden risks. Organizations must build AI literacy.
"AI doesn't just filter information. It narrows it. Like blinders on a horse, it blocks out the periphery and presents a single, coherent path forward."
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EDTECH@UTRGV
May 5, 2:43 PM
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Conversations with Kevin Hogan: Author and educator Andrew Marcinek argues that the Meta lawsuit is the inevitable outcome of 20 years of algorithmic manipulation — and that schools have a narrow window to get AI right before history repeats itself.
"Schools that treat AI primarily as a cheating threat, Marcinek contends, are asking the wrong question — and risking the same institutional failure that defined the social media era."
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EDTECH@UTRGV
May 5, 2:37 PM
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"When students and educators think of asynchronous courses, they envision something akin to a correspondence course, lacking an available professor with disengaged students struggling to understand assignments in isolation, all within a disconnected learning environment. This type of course structure has the potential to leave students with high levels of stress and anxiety, feelings of apathy, and an overabundance of reading materials, without the requisite expertise to guide them through the learning process. However, in a high-functioning, engaging, and rigorous asynchronous learning environment, the instructor’s presence and engagement with students is not only prevalent, but they can create a learning experience which students enjoy and want replicated."
"In a well-designed, dynamic asynchronous learning environment, the instructor's presence and interaction with students are not only evident but also contribute to a learning experience that students enjoy and wish to replicate"
"[I]n January, he took the Chromebooks away. He had sensed that the technology was falling short of its promises. Within weeks of ditching the screens, he saw how they had been holding both him and his students back."