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EDTECH@UTRGV
onto Educational Technology News April 20, 12:21 PM
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"Here is one surefire way to poke the academic beehive:
1) Declare that artificial intelligence can already do research more capably than many professors.
2) Embed that claim in an essay that lays out nine additional theses — “The academic paper is a dead format walking”; “Much of the opposition to AI is status protection dressed up as principle” — equally guaranteed to provoke outrage.
3) Reveal in a second essay that the first essay was in fact written by AI."
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EDTECH@UTRGV
Today, 7:55 AM
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Sixty-eight percent of surveyed students say they turn to AI tools for math assignments or exams when they need extra help.
"AI plays a supportive educational role for nearly 70 percent of top-performing math students asked about their study habits, according to a new survey."
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EDTECH@UTRGV
Today, 7:50 AM
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Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how
"AI literacy, introduced at this stage, does not need to compete for space in the curriculum later. It becomes part of the foundation on which everything else is built."
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EDTECH@UTRGV
May 11, 12:45 PM
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As universities pilot agentic AI for advising and administrative tasks, its place in teaching and learning remains unclear. Experts say decision-makers will need to look carefully at reliability, risks and partners.
"Experts say the strongest easy wins for agentic AI are administrative, where the work is high-volume and repetitive."
"Experts suggest that agentic AI’s near-term future in education is strongest in administrative efficiency and advising, while its role in teaching and learning remains uncertain and ethically complex."
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EDTECH@UTRGV
May 11, 12:42 PM
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This article explores the AI learning gold rush, blending research with personal anecdote, to show how to truly build capability using AI.
"We're building familiarity with the feeling of learning. Familiarity is not the same as capability. And exposure is not the same as application."
The article is states that AI learning is a good thing, but companies shouldn’t rush it just to say they’re “doing AI.” Instead of expecting everyone to become AI experts overnight, the focus should be on helping people feel comfortable using AI in ways that actually make sense for their jobs.
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EDTECH@UTRGV
May 11, 12:38 PM
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"Meaningful learning should not be about memorization or developing the ability to solve problems for which solutions are already known. Rather, it should focus on doing, experiencing, questioning and deciding, engaging with ideas in context, testing them against reality, and developing the ability to act thoughtfully under conditions of uncertainty. This is the foundation of both a Socratic and a polytechnic education, where the emphasis is not simply on the acquisition of knowledge, but on critical thinking, challenging assumptions, and developing the capacity to use knowledge adaptively, critically, and responsibly."
"Used as a scaffold, AI can enable deeper engagement, broader exploration, and iterative individualized learning at scale."
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EDTECH@UTRGV
May 11, 12:33 PM
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"At the end of 2025, almost nine in ten organizations surveyed by McKinsey in The state of AI in 2025: Agents, innovation, and transformation reported using AI in at least one business function. Ninety-four percent reported they were not yet seeing significant value from those investments.
That gap, examined in “Where AI will create value and where it won’t” in the April 2026 issue of McKinsey Quarterly, is not an adoption problem. It is a framing problem. Most companies are using AI to do their existing work faster, when the durable returns require a different kind of work entirely."
"Productivity is the floor of AI’s value, not the ceiling. New McKinsey research on where the durable returns actually live, and what that means for teams deciding what to build."
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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
Today, 7:57 AM
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AI course creation tools speed up course creation but fall short in instructional judgment. What will the ideal AI-L&D partnership look like?
"The deeper weakness is that they still treat course creation too much like a production problem and not enough like a judgment problem."
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Today, 7:53 AM
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Explore practical ways to integrate AI into online courses through process-based assessment, collaborative learning, and AI literacy strategies.
"Instead of prohibiting the use of AI, it is more effective to assign tasks that require students to use AI tools and then have them critically assess the outputs."
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EDTECH@UTRGV
Today, 7:48 AM
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The most transformative uses of AI in teaching may have to do with how we design courses. Kim Loeffert explains how to use AI to bring UDL principles into learning and assessment
"If we want to boost critical artificial intelligence proficiency across our institutions, we should start with course design."
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May 11, 12:43 PM
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SCHOOL SOFTWARE SCRUTINY: Legislators have pushed back against cellphones in the classroom but are now focused on ensuring school software on device
"Among the increasing concern about screen time in school comes a new culprit: the vetting process for school software."
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EDTECH@UTRGV
May 11, 12:41 PM
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"Every executive today understands one thing: there is too much information. The internet became a firehose, and it never really stopped. Relentless. High-pressure. Impossible to fully absorb. For years, organizations responded by building learning systems to manage that overload: courses, academies, knowledge bases. Then AI arrived. And suddenly, the problem seemed solved. No more firehose. Just answers. Clean. Fast. Focused. But in solving one problem, we've quietly created another: tunnel vision."
"AI replaces information overload with tunnel vision, creating faster decisions but hidden risks. Organizations must build AI literacy."
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EDTECH@UTRGV
May 11, 12:36 PM
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Three ways South Fayette Township School District brings their “Portrait of a Learner” to life.
“Executive functioning skills are not soft skills anymore,...They are essential skills."
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EDTECH@UTRGV
May 11, 12:27 PM
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How provinces approach digital learning and AI literacy will shape to what extent this is grounded in critical thinking and ethical reflection.
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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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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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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."
"Even for AI skeptics, it just takes one “aha” moment to go from regarding AI as a hallucinating tool to having it completely change your life."