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onto Educational Technology News May 21, 11:06 AM
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Evidence from Florida, home of the first statewide mandate
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EDTECH@UTRGV
June 17, 12:28 PM
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While Gen Z may be advanced at generating quick outputs or using free LLMs for surface-level tasks, they need to develop critical thinking, communication, and analysis skills.
"AI familiarity is not the same as AI literacy: Students may know how to generate quick AI outputs, but still need critical thinking, communication, writing, reading, and analysis skills to evaluate and use those outputs effectively."
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EDTECH@UTRGV
June 17, 12:21 PM
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"Across higher education, artificial intelligence is now embedded in everyday academic work, from early research to final drafts. For many students, it has become a default starting point."
"The urgent question is not whether students use AI, but how they use it—specifically, whether these tools are reinforcing learning or bypassing the cognitive work that leads to it."
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EDTECH@UTRGV
June 17, 12:14 PM
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An EdWeek Research Center survey asked educators how tech is shaping students' school experiences.
"[E]ffective use of technology in school that addresses students’ well-being and academic development depends largely on the quality of how the tech is used, not just on the digital tool itself."
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EDTECH@UTRGV
June 16, 11:30 AM
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Understand the four stages of competence and how they help in skill development and learning in today's fast-paced workplace.
"The model has four levels: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence."
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EDTECH@UTRGV
June 16, 11:27 AM
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"By 2030, employers expect nearly 4 in 10 key skills required for the job market to change. As technological progress reshapes work, new data from Coursera (NYSE: COUR), a leading global online learning platform, finds that 92% of US employers are willing to offer higher starting salaries to graduates who have earned industry micro-credentials."
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EDTECH@UTRGV
June 16, 11:21 AM
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Use these chatbot strategies for teachers to move beyond basic prompts and create stronger classroom resources with AI.
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EDTECH@UTRGV
June 16, 11:16 AM
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To become proficient in GenAI, educators must move beyond one-off interactions to create workflows that increase efficiency and deepen learning. Learn how
At the first level, "GenAI is used to do what its name so effectively implies: generate answers. At the second level, it becomes a collaborative partner in everyday teaching. Moving to the third level requires an educator to create structured systems and processes that put a GenAI tool to work on their behalf."
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EDTECH@UTRGV
June 15, 2:59 PM
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"Pre-service teachers – myself included – often lament that they didn’t really learn to teach until the rubber-meets-the-road experience of student teaching or that first job. This is the challenge of teaching pre-service teachers. I’ve been doing it for a handful of years now, and I see a trend – the TikTok way of knowing in education. It’s got me wondering how we adapt our practices based on my experience during my recent final exams with pre-service teachers."
"[W]hat if we become weavers of stories? What if we help students craft their own and build connections of knowing? What if we engage lived experience not as secondary to research, but as a complementary form of knowing?"
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EDTECH@UTRGV
June 15, 2:49 PM
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"Two school days. That’s all it took. In 2024, I chaperoned field trips two days in a row, for two different grade levels, and came back to roughly 450 ungraded assignments.
I knew what to do, I’ve done it before, mark them credit or no credit and move on. Students get something out of that. They did the practice. But if any of them were practicing it wrong, nobody catches it, nobody tells them, and the misunderstanding rides along into the next unit.
That pile of work led me to build an AI grading assistant. And this past April, I removed its most automated feature: the one that could return an AI-generated grade and comment to a student before I had reviewed it.
Building that feature was easy to justify. Removing it taught me which part of grading a teacher can’t hand off."
"[W]hen a student asks, “Why did I get this grade?” the answer cannot be, “Because the system said so.”
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EDTECH@UTRGV
June 15, 2:41 PM
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"Her newest book, Teaching Writing in the Age of AI: Strategies for Teachers of Secondary Students, explores what it means to teach writing in the age of AI. Another forthcoming book, Writing Still Matters, examines why writing instruction remains essential even as technology continues to evolve.
For Turner, these questions extend far beyond academic research.
They raise deeper questions about the future of learning itself."
"The goal is not simply to complete assignments. It is to develop the habits of mind that allow students to navigate an uncertain and evolving world."
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EDTECH@UTRGV
June 15, 2:34 PM
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"AI often makes me feel like I am having one big, long crisis. Like I’m in limbo or purgatory, or something. Doom and gloom, and WTF are we going to do? But then there’s the other side. When I see things people are creating, or I create in my own work (like when an agent pulls some magic out of what feels like nowhere), that makes me feel unbelievably excited.
But no matter what side of that yo-yo I’m on, there are some things that I will always believe."
"It’s easy to get trapped in the anti-AI paralysis...If you use these tools simply to write your decks faster, or to find you facts and futures, you are actively participating in the machine-replacing-humans narrative. Your job was never to sit behind a desk finding the average; your job was always to get out into the real world"
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EDTECH@UTRGV
June 15, 2:28 PM
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How do we use GenAI without letting it use us? By mastering the tool, and helping students do so too, its much-feared effects on the humanities cannot come to pass, writes Stuart Christie
"Up and down the line of humanities learning and teaching, our front-line professors and their students are meeting this crisis resolutely – all the while wondering if, by embracing AI methods and pedagogies, they are aiding and abetting the enemy."
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June 17, 12:36 PM
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More Americans are using chatbots, and some are adopting AI summaries and smart speakers. But views about AI and how fast it’s advancing tilt negative – even for younger adults.
"Americans —including younger adults— are deeply skeptical of AI. More adults predict that AI will have a negative rather than positive impact on them and on society. And majorities think AI is advancing too quickly and will put their personal information at risk."
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EDTECH@UTRGV
June 17, 12:25 PM
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If AI is becoming part of every discipline, then access to advanced computing power via data centers is becoming part of educational equity.
"When it comes to AI, the next great debate will focus on if universities are willing to host the engines that powers them"
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EDTECH@UTRGV
June 17, 12:18 PM
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"Over 60% of teachers said they received no guidance on how to apply artificial intelligence to parts of their jobs, such as for analyzing patterns in student learning, tutoring or one-on-one instruction, according to a survey released Wednesday by Gallup and the Walton Family Foundation."
"Teachers in higher-needs schools were less likely than those in wealthier schools to have received guidelines, echoing previous research."
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EDTECH@UTRGV
June 16, 11:32 AM
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The risk of cognitive outsourcing is real. But there is reason for optimism, if students are taught good AI habits early and often. You have seen it happen: A student opens an AI tool, gets a polished essay outline in minutes, submits the assignment and walks away feeling productive. They do well on the exam. The grade is real. But ask them to explain the same concept three months later, and the room goes quiet.
"I don’t ban AI tools, nor do I treat them as a shortcut to avoid. Instead, I try to structure AI into the learning process in a way that makes its strengths and limitations visible to students."
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EDTECH@UTRGV
June 16, 11:28 AM
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Conversations with Kevin Hogan: SchoolAI policy analyst Sasha Luks-Morgan breaks down the three pillars every district AI policy needs
"About two-thirds of U.S. districts and states have some form of AI policy in place. The other third is, as Sasha Luks-Morgan puts it, the wild west. And even many of the policies that do exist, she argues, aren't doing what they're supposed to do."
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EDTECH@UTRGV
June 16, 11:24 AM
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"I can usually tell when something was built by AI before I’ve read a word of it. There’s a face it wears: a centered hero with a confident headline and two buttons, rounded cards floating on a soft gradient, a sans-serif working very hard to seem neutral, spacing so even it feels exhaled rather than drawn. I’ve seen that face come out of Claude Design, out of Lovable, out of v0 and Bolt. Different companies. Different models. The same face."
"I couldn’t stop thinking about wasn’t just why the outputs looked the same — it was what that meant for the designer’s role."
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June 16, 11:17 AM
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"The FCC announced in April it would be taking a fresh look at all aspects of the Universal Service Fund (USF). The agency recently kicked off this process for the E-Rate program by issuing a combined Notice of Proposed Rulemaking and a Further Notice of Proposed Rulemaking."
"The FCC asks if E-Rate is still meeting the original intent and asks if the program should be narrowed in scope or even ended."
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June 16, 11:12 AM
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Instead of trying to detect students using AI for their work, we need to think differently. Here’s where to start
"[T]he challenge is not to try to exert control over a new technology – it’s deciding how assessment should function in a world where this technology is now readily available."
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EDTECH@UTRGV
June 15, 2:52 PM
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The question for educators: How to know when AI supports real learning.
"Information is more easily accessible than ever before. Anyone anywhere can ask an AI tool a question and receive an answer that seems reasonable, at least on the surface. It’s not surprising, then, to see predictions of the demise of traditional schools and colleges."
"[E]ducation has never been only about access to information. Students need much more to become capable members of society. They need the ability to assess the quality of information, recognize strong work, and connect ideas."
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EDTECH@UTRGV
June 15, 2:44 PM
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How one school principal uses AI to save time on administrative tasks that can be better spent with students and staff
"A few more AI time-savers that I have embraced, but not all on the same day, include PD planning, form feedback, and evaluation feedback referencing our evaluation model. I estimate a few hours saved daily–not minutes–and my school wins when I’m present!"
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June 15, 2:37 PM
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The issue is no longer simply whether colleges and universities are technologically capable or technically compliant. It is whether they are prepared for what comes next.
"Under FERPA and related privacy obligations, institutions remain responsible for oversight and governance of educational records, even when those systems are operated by outside vendors."
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EDTECH@UTRGV
June 15, 2:29 PM
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"A person with no legal training can now take a two-hundred-page policy bill, pull out the clauses that matter, weigh them against each other, and produce a confident, well-argued critique in about five minutes. Extract, digest, calibrate. A decade ago that was a job. Today it is a text box."
"You can outsource your thinking, but you cannot outsource your understanding."
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June 12, 1:54 PM
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As AI becomes more integrated into higher education, institutions must address ethics, including representation, sourcing, modeling and accountability.
"AI has the potential to reflect our existing power structures, but—if used intelligently and critically—it can also be deployed to help disrupt them."
"70 percent of school principals—and 81 percent of middle and high school principals—believe cellphone bans have a positive impact on school climate. However, bans are less popular with students."