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onto Educational Technology News 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.
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EDTECH@UTRGV
September 9, 1:06 PM
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The widespread adoption of AI is changing educator preparation what educators need to know and what they need to be able to do.
“AACTE’s Framework reflects our commitment to ensuring that technology serves, not supplants, the expertise, ethics, and professional judgment of educators.”
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September 9, 1:01 PM
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"During my time as a User Researcher at Bossa Nova Robotics, I conducted multiple studies in grocery store aisles watching our inventory-assessing robot do its job. My objective was to identify moments when the robot had to pause because of obstructions or human interference. The goal was to find ways for the robot to better navigate the space and indicate what it was doing to nearby humans and, in doing so, optimize its efficiency."
"[N]o matter how much machine intelligence is baked into a system, if it doesn’t account for the unpredictability of human behavior it will still be dumb in human intelligence."
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September 9, 12:57 PM
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Tools and Trends From Access to Trust: How Online Learning Has Changed Since 2000 August 31, 2026 Tools and Trends Online learning began with one basic promise: Make education available to people who could not come to a campus. Since 2000, online learning has had to do much more than provide access.
"Institutions learned that putting a course online was not the same as designing a good online course. Teaching and instructional design, feedback mattered, student support and services and accessibility mattered. So, too, did appropriate uses of technology and faculty development."
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September 8, 11:26 AM
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CoSN, the professional association for K-12 education technology leaders, has released new guidance to help schools navigate the screen time debate and develop technology policies that protect students while supporting learning.
"New guidance from CoSN emphasizes that screen time policies should focus on quality, not quantity: Technology use should support learning, protect students, reflect local priorities, and advance instruction."
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September 8, 11:22 AM
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In an era of abundant digital information, structure is what turns practice into learning evidence and helps teachers and students align.
"Digital tools can organize evidence quickly, but they should not replace teacher interpretation."
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September 8, 11:18 AM
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Workers need just-in-time training that allows them to upskill and reskill quickly to keep pace with disruption and evolving needs.
"[S]oft skills are evolving. Workers are expected to collaborate with digital systems, interpret increasingly complex information, adapt to continuous workflow redesign and exercise judgment in technology-mediated environments."
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September 7, 2:53 PM
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Anyone who has sat through a curriculum meeting knows that homework is a perpetual battleground.
"Homework is ultimately just a pedagogical tool. Its value isn’t found in the minutes ticking by on the clock, but in the intentionality of the educator assigning it."
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September 7, 2:45 PM
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WGU Labs begins experiments in embedding human connection into AI-first systems, and high-tech systems should take note.
"[W]hile connection commands a greater value, it’s also getting displaced. Students are increasingly leaning directly on AI—rather than humans—for help, advice, and support. While that may have short-term upsides, it threatens to gradually weaken the very networks they’ll need to build and advance in their careers."
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September 7, 2:37 PM
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A white paper on why educational preparation is breaking down and what institutions must build beyond 2030.
"Education systems are headed toward the 2030s with an unraveling assumption: that schools, universities, training systems, ministries, employers, and international organizations can prepare people for futures that are still stable enough to understand and shape."
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September 4, 8:41 AM
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We need a plan to ensure that the good outweighs the bad. The transition to the AI era will be one of the most turbulent times in human history.
"AI will either be the greatest equalizer ever invented, or the worst source of injustice."
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September 4, 8:38 AM
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A new, cautionary APA report wades into the growing debate around screens, classroom technology, and AI.
"[T]he APA urges educators to test how well students can apply learned skills in real-world contexts outside of the technology itself, whether it's an app, computer game, or chatbot. If students struggle, the report says, the tech has failed."
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September 4, 8:33 AM
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How can education truly prepare students for the unpredictability of the working world? Find three ways to encourage students to develop the skills they’ll need
"Without deliberate guidance, AI risks becoming a tool for cognitive offloading rather than deeper learning. Updating traditional pedagogies requires three shifts in course design, with the educator moving from primary knowledge transmitter to coach."
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September 9, 1:07 PM
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This article explores the value of taking human ownership of AI-assisted work to consider whether it is truly ready to use.
"AI produces outputs; humans take responsibility for the work they choose to use."
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September 9, 1:05 PM
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A retrieval-augmented generation tool (RAG) helps students move from asking AI for answers to asking it to help them find, examine, and explain evidence
"Large language models (LLMs) can produce incorrect information, misrepresent sources, and even invent convincing citations to publications that do not exist, which is why many educators remain understandably cautious about students using AI for research.
The better response is not to tell students to avoid AI altogether but to teach them how to use AI tools that keep evidence at the center of the research process."
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September 9, 12:59 PM
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"The cause sits upstream: unread intent, missing oversight, thin context, loose language, unset expectations, no evals, fuzzy outcomes, and the wrong tool for the job. Here’s the AI checklist."
"Most AI failures are organizational, not technical—Ironically a failure of human in the loop making unrealistic decisions."
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September 9, 12:55 PM
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"This report is a call to action.
Through five intense months of meetings, research, and outreach across the MIT community, the Ad Hoc Committee on AI Use in Teaching, Learning, and Research Training sought to understand the role of generative AI in the life and educational mission of the Institute and recommend how to navigate its challenges and opportunities.
In January 2026, Chancellor Melissa Nobles, Provost Anantha Chandrakasan, and Faculty Chair Roger Levy charged us1 specifically to:
"Most classes taught at MIT will require careful review and, in many cases, substantial adaptation to survive an encounter with AI without serious disruption. AI will undermine the pedagogical assumptions that guided the choice of content, the methods of instruction, and the ways of assessing student performance."
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September 8, 11:25 AM
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A brief from Stanford's SCALE initiative examines the existing evidence on using AI in tutoring.
"According to the research brief, evaluations of AI tutoring tools suggest that:
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September 8, 11:20 AM
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For applicants whose knowledge of AI stops at the name ChatGPT, Nature spoke to academics, employers and early-career researchers to find out what you need to expand your understanding.
"[R]ather than specific technical skills, they’re mostly looking for candidates who are curious to learn more about AI and are able to demonstrate that on their CVs."
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September 8, 11:15 AM
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To check if paid programs and platforms are producing results, closer attention is needed to what happens after the purchase
"Implementation should not be confused with usage. If we want evidence-based programs to produce evidence-based results, we need to pay much closer attention to what happens after the purchase."
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September 7, 2:50 PM
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Academic leaders can strengthen workforce relevance by creating flexible curricula to respond to change while preserving academic quality and human skills.
"Some skills experiencing intense demand today may be obsolete within a few years. Building an entire degree around every emerging technology can leave institutions maintaining programs long after the market has moved on.
A more sustainable approach is to build flexibility into curriculum. Emerging skills can sometimes be introduced through modules, courses or credentials that can evolve without requiring a complete program redesign."
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September 7, 2:43 PM
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When it comes to career readiness, the best prep for an AI-shaped labor market is more practice making decisions when AI is in the room.
"The workplace advantage will increasingly belong to people who can decide when an AI output is useful, when it is incomplete and when it is wrong."
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September 7, 2:35 PM
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After asking four chatbots to rank the 10 jobs that are most at risk of being replaced by AI and taken away from human hands, there was one job they all chose.
"At the top of each chatbot’s ranked list, ChatGPT chose customer service representatives, Gemini selected data entry clerks & digitization specialists, Claude picked interpreters & translators and Perplexity settled on data-entry keyers & document-processing clerks."
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September 4, 8:40 AM
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"Artificial intelligence chatbots have become the bane of teachers everywhere, but to prepare for the new school year, a group of educators in Charleston, South Carolina, packed into a high school auditorium and talked about inviting AI into the classroom."
"After initially trying to ban AI use, a growing number of U.S. public schools are trying a new strategy: encouraging classroom experimentation, partly so students can see its shortcomings, including generative AI’s notorious tendency to “hallucinate,” or fabricate information."
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September 4, 8:36 AM
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Across higher education, conversations among faculty, instructors, and other teaching and learning professionals about generative artificial intelligence (GenAI) often begin with practical questions. How should courses change? What belongs in assessment? How do we as educators discourage inappropriate AI use while preserving academic integrity?
"As generative artificial intelligence reshapes conversations about teaching, learning, and assessment, colleges and universities have an opportunity to look beyond what learners produce and better understand how human capability develops over time, strengthening teaching, feedback, and assessment through richer evidence of learning."
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September 3, 11:05 AM
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"Just as schools are preparing to open, New York City is putting new limits on technology use. As reported in The New York Times and Chalkbeat, there will be no individual screens before third grade and recommended caps on screen time for grades 3 - 8."
"[T]he problem with screen-time rules is that they measure the device rather than what students are doing with it. That's particularly problematic with young children because sometimes the screen is... an accessibility tool"
"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."