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onto Educational Technology News September 16, 2011 1:56 PM
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It's time to stop preparing students for a world that no longer exists.
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EDTECH@UTRGV
Today, 8:05 AM
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A cyberattack against one of the world’s largest digital education platforms has forced attention onto the vulnerability of U.S. schools’ data
"[H]ackers breached Instructure’s “free for teacher” account, or those specifically offered to give teachers access to Canvas courses."
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EDTECH@UTRGV
Today, 8:03 AM
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How these online summer jobs for teachers can earn extra income without the time, cost, and hassle of a commute
"The following online summer jobs for teachers promise not only extra summer cash, but also outstanding flexibility, support, and opportunities for advancement and/or year-round work."
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EDTECH@UTRGV
Today, 8:00 AM
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What does authentic assessment really look like? Through real-world tasks, meaningful application, and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding
"[A]uthentic assessment provides a more meaningful measure of learning and gives students agency in their own learning."
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EDTECH@UTRGV
May 13, 7:57 AM
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AI course creation tools speed up course creation but fall short in instructional judgment. What will the ideal AI-L&D partnership look like?
"The deeper weakness is that they still treat course creation too much like a production problem and not enough like a judgment problem."
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EDTECH@UTRGV
May 13, 7:53 AM
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Explore practical ways to integrate AI into online courses through process-based assessment, collaborative learning, and AI literacy strategies.
"Instead of prohibiting the use of AI, it is more effective to assign tasks that require students to use AI tools and then have them critically assess the outputs."
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May 13, 7:48 AM
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The most transformative uses of AI in teaching may have to do with how we design courses. Kim Loeffert explains how to use AI to bring UDL principles into learning and assessment
"If we want to boost critical artificial intelligence proficiency across our institutions, we should start with course design."
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May 11, 12:43 PM
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SCHOOL SOFTWARE SCRUTINY: Legislators have pushed back against cellphones in the classroom but are now focused on ensuring school software on device
"Among the increasing concern about screen time in school comes a new culprit: the vetting process for school software."
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EDTECH@UTRGV
May 11, 12:41 PM
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"Every executive today understands one thing: there is too much information. The internet became a firehose, and it never really stopped. Relentless. High-pressure. Impossible to fully absorb. For years, organizations responded by building learning systems to manage that overload: courses, academies, knowledge bases. Then AI arrived. And suddenly, the problem seemed solved. No more firehose. Just answers. Clean. Fast. Focused. But in solving one problem, we've quietly created another: tunnel vision."
"AI replaces information overload with tunnel vision, creating faster decisions but hidden risks. Organizations must build AI literacy."
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EDTECH@UTRGV
May 11, 12:36 PM
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Three ways South Fayette Township School District brings their “Portrait of a Learner” to life.
“Executive functioning skills are not soft skills anymore,...They are essential skills."
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May 11, 12:27 PM
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How provinces approach digital learning and AI literacy will shape to what extent this is grounded in critical thinking and ethical reflection.
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May 8, 4:52 PM
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"The implications of AI literacy, or lack thereof, are far-reaching. They extend beyond national ambitions to remain “a global leader in this technological revolution” or even prepare an “AI-skilled workforce,” as the executive order states. Without basic literacy, citizens and consumers are not well equipped to understand the algorithmic platforms and decisions that affect so many domains of their lives: government services, privacy, lending, health care, news recommendations and more. And the lack of AI literacy risks ceding important aspects of society’s future to a handful of multinational companies."
"AI literacy refers to “a set of competencies that enables individuals to critically evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace.”
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May 8, 4:43 PM
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"Chromebooks are scattered all around the classrooms of Floyd M. Jewett Elementary School in Mesick, Michigan.
Towers of them are teetering atop bookshelves. They’re piled up in corners of classrooms. They’ve even cropped up in one classroom’s dish rack.
But there’s one place you won’t find them: in students’ hands.
Last month, Mesick Consolidated Schools banned digital devices in its elementary school of about 250 students. The decision wasn’t an agonizing one. The ban came at astonishing speed, almost overnight, after a conversation between Mesick Superintendent Jack Ledford and Jewett Principal Elizabeth Kastl."
"When it comes to the ban on screens, school leaders think it’s much easier to teach students technology skills than social skills."
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Today, 8:06 AM
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GPS ruined our sense of direction. Search engines weaken our memory. AI, scientists warn, could do the same to everything from creativity to critical thinking.
"As with any other technology, how we use AI will determine whether it helps us or harms us. But the concerns are serious enough that you might want to rethink how you use these tools – before it's too late."
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Today, 8:03 AM
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Illinois educators urge that statewide AI guidance be grounded in classroom realities, empower teacher leaders, and center human connection.
"Educators urge that statewide AI guidance be grounded in classroom realities, empower teacher leaders, and keep human connection at the center of learning"
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Today, 8:02 AM
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"As global education systems evolve to meet rapidly changing workforce demands, micro credentials are gaining traction as a flexible complement to traditional degrees rather than a replacement, according to international policy bodies and education experts. Micro credentials, defined by the European Union as certifications of “learning outcomes of short-term learning experiences,” are designed to provide targeted, skills-based learning in a shorter timeframe."
"While micro credentials are often positioned as an alternative to degrees, global evidence suggests that the two serve different but complementary purposes."
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Today, 7:59 AM
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"How can we teach and work in what Adam Aleksic calls our ‘hypermediated reality’? I spoke today at EdTech World Forum in London on Education in an Age of Brain Rot, AI Slop and Cognitive Offloading. The title is not elegant, like my usual efforts… But it tries to capture the feeling many of us now have about the internet in general, and AI in particular."
"The challenge for educators is to avoid the panicking and concentrate on what we actually think matters – how to make our bit of the world (be that classroom, VLE site, or tutorial meeting) one that promotes and rewards actual thinking and nurtures concentration and an actual appetite for disciplinary engagement."
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EDTECH@UTRGV
May 13, 7:55 AM
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Sixty-eight percent of surveyed students say they turn to AI tools for math assignments or exams when they need extra help.
"AI plays a supportive educational role for nearly 70 percent of top-performing math students asked about their study habits, according to a new survey."
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EDTECH@UTRGV
May 13, 7:50 AM
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Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how
"AI literacy, introduced at this stage, does not need to compete for space in the curriculum later. It becomes part of the foundation on which everything else is built."
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EDTECH@UTRGV
May 11, 12:45 PM
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As universities pilot agentic AI for advising and administrative tasks, its place in teaching and learning remains unclear. Experts say decision-makers will need to look carefully at reliability, risks and partners.
"Experts say the strongest easy wins for agentic AI are administrative, where the work is high-volume and repetitive."
"Experts suggest that agentic AI’s near-term future in education is strongest in administrative efficiency and advising, while its role in teaching and learning remains uncertain and ethically complex."
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EDTECH@UTRGV
May 11, 12:42 PM
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This article explores the AI learning gold rush, blending research with personal anecdote, to show how to truly build capability using AI.
"We're building familiarity with the feeling of learning. Familiarity is not the same as capability. And exposure is not the same as application."
The article is states that AI learning is a good thing, but companies shouldn’t rush it just to say they’re “doing AI.” Instead of expecting everyone to become AI experts overnight, the focus should be on helping people feel comfortable using AI in ways that actually make sense for their jobs.
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EDTECH@UTRGV
May 11, 12:38 PM
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"Meaningful learning should not be about memorization or developing the ability to solve problems for which solutions are already known. Rather, it should focus on doing, experiencing, questioning and deciding, engaging with ideas in context, testing them against reality, and developing the ability to act thoughtfully under conditions of uncertainty. This is the foundation of both a Socratic and a polytechnic education, where the emphasis is not simply on the acquisition of knowledge, but on critical thinking, challenging assumptions, and developing the capacity to use knowledge adaptively, critically, and responsibly."
"Used as a scaffold, AI can enable deeper engagement, broader exploration, and iterative individualized learning at scale."
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May 11, 12:33 PM
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"At the end of 2025, almost nine in ten organizations surveyed by McKinsey in The state of AI in 2025: Agents, innovation, and transformation reported using AI in at least one business function. Ninety-four percent reported they were not yet seeing significant value from those investments.
That gap, examined in “Where AI will create value and where it won’t” in the April 2026 issue of McKinsey Quarterly, is not an adoption problem. It is a framing problem. Most companies are using AI to do their existing work faster, when the durable returns require a different kind of work entirely."
"Productivity is the floor of AI’s value, not the ceiling. New McKinsey research on where the durable returns actually live, and what that means for teams deciding what to build."
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May 8, 5:01 PM
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"The SAMR + AI Matrix is a structured learning design tool that aligns the SAMR Model with Bloom's Taxonomy, mapping levels of technological use to cognitive demand to guide instructors in determining how artificial intelligence (AI) could impact student work. This matrix is operationalized through a five-step framework that helps instructors deliberately design for the presence of AI in learning experiences."
"[T]he SAMR + AI Matrix, when applied alongside disciplinary expertise, offers a structured approach to positioning GenAI as a tool that supports students' preparation to make meaningful contributions in their field."
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May 8, 4:48 PM
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"Microlearning works for busy people. And that's probably not the type of insight you came here for, but it's a place to start. The strongest argument for microlearning is their convenience. But can and should everything fit into such bite-size content? That's a question I see more and more organizations struggling with. There is no time (or budget allocation) to allow for long-form training that can plausibly resolve all of the many learning gaps. Given the many concerns everywhere around the globe, there is also direction lacking from executives to really focus on noncritical training."
"Instead of thinking of microlearning as a replacement, we should just think of it as part of a system. One where each format plays a role in how people first learn, build, and retain knowledge."
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EDTECH@UTRGV
May 8, 4:40 PM
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Generative artificial intelligence has unsettled higher education, raising fears that students will lose the ability to think. Drawing on classroom experience and student feedback, we argue that grounded inquiry sharpens judgement in Earth science teaching by limiting AI to set sources and auditing its claims.
"The risk posed by AI in higher education is not that students will stop thinking, but that institutions will continue to reward the imitation of knowledge. Used well, grounded inquiry offers a way to reverse that habit — by teaching students not to ask machines for answers, but to use them to ask better questions."
