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EDTECH@UTRGV
from The 21st Century
onto Educational Technology News September 8, 2011 10:57 AM
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My initial reply argued that 1) Tech should come as an addition to a solid core program; 2) Pedagogy still matters most and 3) Reading and math scores are not the sole valid measures of educational outcomes. While these claim remain valid, the full discussion about educational technology needs to include four final points.
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EDTECH@UTRGV
Today, 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
Today, 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
Today, 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
Today, 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."
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EDTECH@UTRGV
August 18, 2:04 PM
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In new work from Common Sense Media, many teens acknowledge AI is changing how they think, with schools providing few safeguards.
"70% now use AI for schoolwork, but that fewer than one in three say a teacher has ever talked with them about using it safely. And just one in four have discussed with a teacher how to tell whether AI-generated information is accurate."
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EDTECH@UTRGV
August 18, 2:01 PM
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Multiple-choice quizzes feel like retrieval practice, but they often measure recognition instead. Here's how to fix the format.
"[A] multiple-choice item does not necessarily test retrieval at all. It often tests recognition, and recognition is an easier, shallower, and much more forgiving process than recall. The result is a quiz that looks like retrieval practice, scores like success, and predicts performance poorly."
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EDTECH@UTRGV
August 17, 11:11 AM
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Anthropic has revealed how Claude is able to secretly watermark AI-written text, and it has everything to do with word choices.
"There are situations where Claude's watermarking solution might not be effective."
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EDTECH@UTRGV
August 17, 11:08 AM
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From pattern recognition to alignment failures, a clear-eyed guide to what's actually happening inside the AI systems reshaping work, media, and daily life
"[T]he gap between what AI can do and what people believe it's doing creates real problems. People anthropomorphize systems that have no inner experience. They trust outputs that are confidently wrong. They assume AI is "thinking" when it's doing something quite different."
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EDTECH@UTRGV
August 17, 11:04 AM
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"What happens when the smoke and mirrors comes with larger stakes? When the confident, capable-sounding thing on the other side of the screen is wearing the name of someone, or some company, you already believe, and you have no reason left to check whether it actually knows what it’s talking about? What does it cost that name when it’s wrong"
"The more we trust a name, the less we question the machine wearing it, and the more that name has to lose when the machine is confidently wrong."
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EDTECH@UTRGV
August 17, 11:00 AM
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Teaching success should not rely solely on pass rates or student satisfaction. Here’s how to gather evidence that students understand, apply and transfer what they learned
"Redefining teaching success means moving from impressions to evidence: being able to show, through concrete criteria, that students understood, applied and developed their professional thinking and behaviour. The goal is not to teach more, but to demonstrate more clearly what has been learned."
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EDTECH@UTRGV
Today, 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
Today, 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
Today, 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
Today, 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 18, 2:07 PM
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"For three years, the conversation about AI in education for most people (a few of us pushed much further, much, much earlier) was largely about using AI in the classroom — a tool here, a chatbot there, some traffic lights, and a policy somewhere.
Now, more people (unfortunately, not everyone) have moved past that. We’re now arguing about instructional design, and beyond that about the structure of schooling itself. That’s the right altitude, and those are really the only thing that matter."
"As the technology keeps developing, the honest conclusion is that we are entering something like a new industrial era, and our institutions are only beginning to notice."
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EDTECH@UTRGV
August 18, 2:02 PM
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At a gathering in Boston, ‘student senators’ proposed a first-of-its-kind national AI policy for K-12 classrooms.
"Transparency, literacy and security were among its key provisions, and the goal is that the student-created regulations will inspire adult leaders to act in similar fashion."
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EDTECH@UTRGV
August 18, 1:58 PM
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Real microlearning is designed around how memory works—spaced, single-concept, retrieval-based lessons to increase retention.
"Chopping a 60-minute course into 610-minute clips isn't microlearning. Real microlearning is designed around how memory works—spaced, single-concept, retrieval-based."
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EDTECH@UTRGV
August 17, 11:10 AM
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Atlas is an AI-powered learning platform built to meet students where they are.
"For educators, Atlas is an example of how AI is evolving beyond general-purpose chatbots into subject-focused learning assistants. While it shouldn't replace classroom teaching or critical thinking, it can help students review difficult topics, organize information, and prepare for assessments when used appropriately."
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EDTECH@UTRGV
August 17, 11:06 AM
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"Against the backdrop of the widespread integration of generative artificial intelligence (GAI) into higher education, previous research has yielded divergent findings regarding its relationship with students’ higher-order thinking (HOT). Moving beyond outcome-oriented discussions of technology use itself, this study examines the association between HOT performance, instructional design elements, and cognitive processes in GAI-supported teaching contexts from an instructional design perspective."
"These findings suggest that differences in HOT (higher-order thinking) performance in GAI-supported learning contexts may stem from variations in instructional design and the cognitive pathways associated with it, rather than from technology use alone."
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EDTECH@UTRGV
August 17, 11:02 AM
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"Conversations regarding the societal implications of artificial intelligence (AI) and its integration into educational processes are ongoing. An area of great significance in this regard is agency, including how the use of AI technologies impacts an individual’s ability to exercise autonomy. In educational contexts, this remains a relatively unexplored yet vital subject. To shed light on this subject, this paper provides an exploratory thematic review of works which investigate the relationship between generative artificial intelligence (GenAI) and agency in education, mapping and interpreting the available literature through the lens of critical digital pedagogy (CDP)."
"The findings suggest that while GenAI may enhance learner agency through personalisation and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts."
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EDTECH@UTRGV
August 17, 10:58 AM
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Explore how instructional designers and learning experience designers differ in their approach to creating impactful learning.
"A learning experience designer (LXD) takes a broader, more human-centered view. The role emerged from the intersection of instructional design, UX design, and design thinking — and it places the learner's full experience at the center of every decision."
