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EDTECH@UTRGV
onto Educational Technology News August 13, 10:49 AM
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AI gains traction in higher education when it stops being a separate experiment and becomes an integrated into teaching and learning.
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EDTECH@UTRGV
September 11, 11:13 AM
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AI researchers are warning that faster AI self-improvement could eventually make advanced systems harder for humans to control.
"Anthropic and OpenAI researchers raised fresh concerns about recursive self-improvement, the process by which AI helps improve the development of models...Researchers fear humans could eventually lose control of increasingly capable systems."
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EDTECH@UTRGV
September 11, 11:08 AM
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A Web Content Accessibility Guidelines audit tells you if a tool passes a test--it won't tell you if students can actually use it.
"We draw a line between technical accessibility and what we call practical accessibility. A site can meet every criterion in WCAG 2.1 AA and still be genuinely hard to use if the people building it never designed alongside the people who’d rely on it."
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September 11, 11:03 AM
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"A lively public debate over classroom screen time has unfolded in the Las Virgenes Unified School District, and that’s a good thing. Parents, teachers and school leaders all share the same goal: helping children learn and thrive. The question isn’t whether technology belongs in schools anymore. It does. The real question is how much is too much."
"Chromebooks, tablets and online learning platforms have become part of modern education, and today’s students need digital literacy to succeed in college and the workforce. Pretending otherwise ignores reality."
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September 10, 10:17 AM
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Chatbots can facilitate ‘cognitive offloading,’ or taking shortcuts when learning. But emerging research on AI and cognitive science shows that learning is like a workout.
"[E]arly research is only beginning to scratch the surface of how this technology will truly affect learning and cognition in the long run."
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September 10, 10:09 AM
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Schools are teaching students how to use AI when they need to learn how to govern, investigate, contain, and morally evaluate it.
"The educational challenge is no longer merely teaching students how to use AI. It is developing the judgment, technical understanding, ethical reasoning, adversarial thinking, and democratic capacity required to govern systems that may become both more powerful and more morally complicated than the institutions deploying them."
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September 10, 10:02 AM
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"Every warning we need about AI was written four hundred years ago. What witches, a forged letter, and a haunted prince can teach you about talking to a machine."
"Shakespeare...wrote about AI constantly, but he just called it magic."
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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 11, 11:15 AM
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Gov. Gavin Newsom signed a set of bills intended to protect children by regulating internet use, including limiting chatbot sessions.
"California teens will be barred from “addictive” social media products and limited in their interactions with chatbots under two of the 13 bills signed into law by Gov. Gavin Newsom today to protect kids online."
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September 11, 11:12 AM
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Students asking why learning matters in the age of AI forces two teachers to respond.
"[T]wo educators trace what happened after a student said something that could have been dismissed as attitude but turned out to be something else entirely."
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September 11, 11:06 AM
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Explore why productive friction matters in education and how universities can protect critical thinking, deep reading, and deep learning in the age of AI.
"[F]riction may be the primary mechanism by which learning transforms the human mind. At present, AI is helping to remove this cognitive struggle from the thinking process, treating it as the exhaust of learning."
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September 11, 11:02 AM
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Completion rates alone mean little. The four metric families that show whether training works — plus a 60-second self-check for your program.
"'Ninety-five percent completion.' It sounds like success. It might mean nothing. Completion tells you people reached the last screen. It doesn't tell you whether they learned anything, liked it, or do their job differently now."
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September 10, 10:13 AM
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"When machines soon match every human expert, what’s left for students to do? The answer: instructional redesign and students developing what I call Standing — a maker’s stake in their communities."
"The real question is no longer simply, 'Is this AGI?' The better question is: What kind of intelligence has arrived, what can it reliably do, and which of our institutions are prepared for it?"
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September 10, 10:06 AM
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"A randomized trial involving 1,053 Bocconi University students found ChatGPT improved conventional performance scores while critical-thinking training increased idea diversity."
"A new study shows giving university students access to ChatGPT helped them produce higher-scoring, more expert-like work, but a separate critical-thinking intervention changed something the traditional grading rubric largely missed: the range and distinctiveness of their ideas."
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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."
"For most colleges and universities, access to AI tools is no longer the barrier. The real work is building the clarity, confidence, and shared responsibility to use them well."