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EDTECH@UTRGV
onto Educational Technology News August 21, 2:14 PM
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The letter emphasizes outcomes and evidence but stops short of issuing federal regulations.
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EDTECH@UTRGV
August 21, 2:16 PM
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As the catch-all term “AI tutoring” captures the public imagination, it’s time to define and measure what actually meets the bar for a “tutor.”
"Homework helpers (and off-the-shelf LLMs) are designed to resolve the task a user brings in real time: to get to an answer. Great tutors don’t provide answers."
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EDTECH@UTRGV
August 21, 2:12 PM
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The best AI-powered tutors guide students towards genuine learning
"While students may welcome the ability to quickly get answers without much work, educators and education leaders have been deeply uneasy about the potential effects of AI on learning."
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EDTECH@UTRGV
August 21, 2:08 PM
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"The film feared a superintelligence that would rise up and rule us, but the generative AI we built asks for our trust instead — and mostly gets it."
"The Matrix feared a machine that would wake up, decide we were the problem, and seize control. Generative AI did the opposite. It asked politely — a summarizer here, a copilot there — and we said yes, one convenient task at a time. No war, no red pill. The takeover, if that is the word, came by invitation."
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EDTECH@UTRGV
August 20, 9:54 AM
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Instead of banning the technology, schools have a unique opportunity to promote digital citizenship and authentic student engagement.
"It has become a concerning cycle in education: When any new technology becomes prevalent in our kids’ world — from TV to video games, and computers to the rise of AI — policymakers’ first instinct is to ban the technology rather than attempt to understand it."
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EDTECH@UTRGV
August 20, 9:49 AM
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The cyberattack that rocked Canvas offered a lesson for higher ed: Institutions must move faster to stay ahead of emerging threats.
"Experts at Instructure recognized earlier this year that conventional security practices were being challenged by AI-powered threats,...The company’s renewed defenses remained unfinished when the attack occurred."
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EDTECH@UTRGV
August 20, 9:43 AM
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"Why making the human behind the machine visible changes what we call morally right, and what that does to the alignment of AI with human values"
"Who do we blame when an AI makes a wrong prediction or a harmful decision? The obvious suspects are the machine itself, or the company that built it. Recent experimental research evidence points in a new direction."
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EDTECH@UTRGV
August 19, 11:19 AM
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Access to AI is not the same as readiness to use it well. This article sets out what an AI-ready workforce actually needs.
"An AI-ready workforce is not one where everybody becomes an expert or uses AI for everything. It is one where people can make an informed call about where AI belongs in their work and where it does not."
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EDTECH@UTRGV
August 19, 11:15 AM
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AI cheating will decrease, the techlash will continue, and other predictions for the coming school year.
"I think we’re going to see more institutional responses and more cultural responses to this. Encouraging trends include the movement toward watermarking from some of the tech giants"
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EDTECH@UTRGV
August 19, 11:09 AM
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Higher education needs a more precise definition of cheating and plagiarism in the age of generative AI--the issue is a complicated one.
"AI-generated content is not automatically plagiarism...Students can cheat with AI, but higher education cannot respond intelligently while using one label for every form of misconduct."
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EDTECH@UTRGV
August 19, 11:04 AM
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"Four years after ChatGPT caught so many by surprise, the primary role of higher education seems to be slowing down the public’s transition to the AI era. For many faculty, this is a win. For those focused on the future, this is the biggest institutional failure since the Victorian Post Office, with its monopoly on telegraph lines, dismissed the telephone because it had plenty of messenger boys. Adoption was slowed so much there were waiting lists for a home phone line into the 1970s."
"U.S. and Canada are lagging behind the rest of the world in institutional coherence about AI and faculty support for AI. Students are frustrated."
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EDTECH@UTRGV
August 18, 2:18 PM
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Last year, the online and professional education association UPCEA urged institutions to close the gap between student expectations on institutional preparedness for online learning as part of its annual report on the Benchmarking Online Enterprises Survey.
"Growth in online education is real and ongoing...but long-term sustainability depends on how well institutions align their governance structures, financial models and program strategies with their broader institutional mission."
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EDTECH@UTRGV
August 18, 2:11 PM
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The choice isn’t between distributing AI and not having it. AI is coming regardless of what anyone decides. So the real choice is between a broadly distributed capability and a concentrated one.
"There is no version of the next decade in which advanced AI is scarce and someone responsible is deciding who gets it. That world is gone. It ended without an announcement and without a vote."
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EDTECH@UTRGV
August 21, 2:19 PM
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What research reveals about the absence of training, policy, and institutional support
"Teachers with higher self-efficacy perceived more benefits, fewer concerns, and reported more trust."
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EDTECH@UTRGV
August 21, 2:14 PM
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The letter emphasizes outcomes and evidence but stops short of issuing federal regulations.
"Responsible design is the floor. Not only do we need to know if the tool works, but if it works; why does it work, for whom does it work, and under what conditions.”
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EDTECH@UTRGV
August 21, 2:09 PM
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A new Wharton study shows that people feel more positively about ethical advice from AI once they see how good it can be.
"Most people would not prefer to take ethical advice from a computer, but a new Wharton study shows how attitudes change when users see how good AI guidance can be."
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EDTECH@UTRGV
August 20, 10:01 AM
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Plunging assessment scores show reading skills are vanishing, with an instructor complaining his pupils can't understand basic assignments.
“There is a measurable, generational collapse in sustained reading and writing, and the academy is responding to it with improvisation and exhaustion rather than the structural overhaul it requires.”
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EDTECH@UTRGV
August 20, 9:52 AM
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Adam Fein, Vice President of Academic Innovation and Strategic Partnerships at 2U, explores how online education is becoming central to university strategy and why institutional alignment and the right partnerships matter.
"As online learning takes on a bigger role, the success of an institution’s portfolio depends on more than the strength of any individual program. It requires a perspective shift, in which online strategy becomes inseparable from institutional strategy."
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EDTECH@UTRGV
August 20, 9:45 AM
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"We built it to sound sure of everything. The best thing it can learn to say is “I’m not sure.”
"[W]hat you actually get from Claude or ChatGPT is a play-by-play that tells you nothing. “Analyzing your request” or “Working on it.” Cool. You never see the one thing that matters, how it got from your question to its answer."
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EDTECH@UTRGV
August 20, 9:39 AM
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"Alright, let’s talk about something that’s got everyone buzzing, from college dorms to faculty lounges: the dramatic entrance of AI into the academic world. Google, ever the titan of technology, isn’t just dipping its toes in; it’s diving headfirst with a brand-new suite of AI study tools. This isn’t some beta test tucked away in a corner; this is a full-throttle initiative, aptly named ‘Back to School 2026,’ integrating these powerful capabilities right into Gemini and Google Search. And here’s the kicker: eligible college students in the U.S. are getting a free year of Google AI Pro"
"[W]hile AI makes the process of getting answers incredibly efficient, it might inadvertently make the process of learning less profound."
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EDTECH@UTRGV
August 19, 11:18 AM
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"Pretty soon, everyone is going to see that I do not belong here.
Whether it was as a student, an athlete, a teacher, and now in the business world, some version of that sentence has always run through my head."
"The feeling that you do not belong can hang over everything you do. Every meeting and every presentation feels like a performance where you are just waiting for someone in the audience to start booing because they have finally figured out that you have no idea what the heck you are doing."
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EDTECH@UTRGV
August 19, 11:11 AM
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To serve today’s most driven students and prepare all learners for what comes next, we have to rethink long-held assumptions about education.
"Walk into almost any classroom in America, and you’ll see a system designed for consistency: same lesson, same pace, same expectations for every student. For decades, that model has served millions well. But today’s learners are changing, and some of the most driven among them are quietly outgrowing the structure meant to support them."
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EDTECH@UTRGV
August 19, 11:07 AM
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Learn practical strategies to improve online student retention by reducing anxiety, building connection, and empowering students to persist and succeed.
"In a comprehensive study reporting post-pandemic online course discontinuation, students reported withdrawing due to the following five undermining elements: misalignment between suitability of content and online content presentation, inexpertly prepared and/or unstimulating instruction, inadequate digital skills, insufficient institutional support and personal resources, and distracting environmental factors (Kaisara 2024)."
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EDTECH@UTRGV
August 19, 10:59 AM
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"More Than 25 Years On, The First Film’s Picture Of Machine Intelligence Reads Less Like Science Fiction And More Like A Product Roadmap"
"Agent Smith does not wait to be prompted, he has an ambient goal and chases it across the environment until the state of the machine stops him.
That is the line the industry now draws between an assistant and an agent. An assistant answers when you ask. An agent takes a goal, plans a sequence of steps, and acts across your tools with limited supervision."
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EDTECH@UTRGV
August 18, 2:13 PM
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What I told Ray Kurzweil’s digital twin about why AI keeps failing in schools
"With good intentions, we pushed AI onto schools — chatbot licenses, prompting workshops, tool rollouts — before redesigning any of the teaching and learning underneath. And the assessment underneath is, overwhelmingly, product-based.Something AI can now do better than most humans."
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EDTECH@UTRGV
August 18, 2:09 PM
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A 28-page proof of concept, built in an afternoon, that needs a math teacher to improve it
"Most AI-in-the-classroom debate activities fail identically. The student asks a model for arguments, the model supplies them, and the reasoning the debate existed to produce never happens. The AI absorbs the authorship."
"Responsible design is the floor. Not only do we need to know if the tool works, but if it works; why does it work, for whom does it work, and under what conditions.”