The latest news related to the meaningful and effective implementation of educational technology and e-learning in K-12, higher education, corporate and government sectors.
Watch this video to learn more about the fully online, accelerated, project-based Master of Education in Educational Technology at the University of Texas Rio Grande Valley. For more information, visit: https://www.utrgv.edu/edtech/index.htm
EDTECH@UTRGV's insight:
This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.
This is a fantastic program! Its practical, real-world based and applicable to many areas of industry where teaching and learning, training and development are used.
A look at OpenAI, Anthropic, and Google's new study modes and what might come next.
EDTECH@UTRGV's insight:
"OpenAI, Anthropic, and Google have all launched dedicated learning experiences within their flagship products, and this represents a fundamental shift in how AI companies think about education."
By doing more and more of our "thinking" for us, artificial intelligence may be diminishing our critical thinking skills.
EDTECH@UTRGV's insight:
“Ultimately, the choice rests with each individual: whether to take the convenient route of allowing AI to handle our critical thinking, or to preserve this essential cognitive process for ourselves.”
How often people use ChatGPT varies by country—India leads with 36% daily users, while Japan has the lowest daily adoption at 6%.
EDTECH@UTRGV's insight:
"India has the highest daily ChatGPT usage at 36%, well above the global average of 17%. Japan has the lowest daily usage (6%) and one of the highest “rarely” rates at 42%."
AI won’t replace teachers--but thoughtful AI use can lead to deeper student engagement and increased classroom efficiency.
EDTECH@UTRGV's insight:
"As artificial intelligence (AI) continues to reshape the educational landscape, teachers have a unique opportunity to model how to use it responsibly, creatively, and strategically."
"I’ve already heard the whispers around the halls: “How do I stop my students from using ChatGPT to cheat?” But I think we’re asking the wrong question. Instead of asking how to stop them, we should be asking: Why are they turning to AI in the first place? And here’s the uncomfortable truth: the answer has less to do with laziness and a lot more to do with grades."
EDTECH@UTRGV's insight:
"[S]tudents weren’t cheating because they didn’t care. They were cheating because they cared too much about performing in a system where points, grades, and credentials often outweigh actual learning."
"Generative AI (GenAI) is set to reshape the workforce, redefining career pathways and talent development. However, despite public anxieties about mass displacement, GenAI’s biggest impacts won’t be on the number of jobs so much as on the level of expertise required to do them."
EDTECH@UTRGV's insight:
"In many other fields where expertise grows with tenure, entry-level work may be supplanted by AI with significant consequences for how firms find and develop talent"
Winner of the 2025 Systems Thinking & Change Division Outstanding Book Award from the Association for Educational Communications and Technology!
Teaching and Learning in the Age of Generative AI explores how educators can effectively harness the potential of artificial intelligence technologies while skillfully navigating its pedagogical, technical, ethical, institutional, and societal implications.
Table of Contents
Part I. Foundations and Frameworks of AI in Education
1. What is Generative AI? A Primer
2. Developing a Framework for Implementing AI in Education and Evaluating Its Use
Part II. Transformative Teaching and Learning with AI
3. Transformative Teaching with AI
4. The Age of Chat: Education and the Rise of No-Code Chatbots
5. Promoting Critical Thinking and Problem-Solving Through AI
Part III. Ethical and Institutional Considerations
6. Rethinking Cheating in the Age of AI
7. Developing Institutional Policies for AI in Education
8. Navigating Risks: Inaccuracies, Bias, Disinformation, and Privacy in Educational AI
9. Exploring the Generative Artificial Intelligence Fair Use Policy Landscape in Higher Education
Part IV. Preparing Educators and Students for AI Integration
10. Teaching Generative AI in Higher Education: Strategies, Implications, and Reflective Practices
11. Preparing Pre-Service and In-Service Teachers for the AI-Driven Classroom
12. Preparing Students to Live and Work in an AI-Driven World: Ideas for Educators and Students
Part V. Future Trends and Implications of AI in Education
13. Redefining Assessments in the Age of AI
14. AI and the Digital Divide
15. Defining Key Workplace Competencies in the AI Era: A Framework for AI-Powered Education
16. AI-Driven Self-Directed Lifelong Learning: Personalization and Empowerment in the Digital Age
17. The Future of Learning: AI-Driven Education in 2040
With a clearer understanding of student behaviors, educators can design assignments that thoughtfully incorporating AI as a learning aid.
EDTECH@UTRGV's insight:
"As AI becomes a fixture in student workflows, the nature of learning itself is being reshaped in real time. While anecdotal evidence and one-off surveys offer glimpses into how students engage with these tools, what’s been missing is sustained research into their evolving behaviors."
Stephanie Schneider examines how AI is reshaping our understanding of knowledge and challenging traditional concepts
EDTECH@UTRGV's insight:
"What does it mean to ‘know’ something? And what happens when machines seem to know things too? Can machines possess knowledge in the same way humans do?"
"For decades, the entry-level job has been a crucial proving ground — a place to build skills, make connections and begin a career. But in the age of artificial intelligence and automation, many of these critical early roles are disappearing."
"Until now, technological advancement has meant that as time progresses, the outcomes we can anticipate from technology improve: phones get smarter, cars self-drive, and computers run factories. However, that was when technology was a straightforward program that completed a task. The more advanced the task, the more complex the programming to meet the task’s expectations. Artificial intelligence (AI), however, is the exception to this technology rule because it is not a program, and as it gets smarter, it may leave our control in favor of its own."
EDTECH@UTRGV's insight:
"[T]he alignment problem is the potential for a machine’s purpose to reach a developmental stage and speed where its goals do not align with human goals, which may cause unknown tragic consequences for humankind"
"The widely-shared study on AI reducing critical thinking has been misinterpreted as an argument against AI in education. In reality, the author advocates for teaching students to think critically with AI, not without it."
EDTECH@UTRGV's insight:
"[T]the author advocates for teaching students to think critically with AI, not without it [by] implementing debate formats and project-based learning that incorporate AI tools."
While artificial intelligence tutors appear to gain traction in schools, little research exists on the efficacy of these tools for students.
EDTECH@UTRGV's insight:
"Schools’ growing interest in artificial intelligence tutoring tools comes at a time when district leaders are being encouraged by the federal government to learn into AI more."
New, accredited colleges and universities, positioned as disruptive relative to traditional institutions, may soon appear.
EDTECH@UTRGV's insight:
"Although accredited higher education institutions will continue to exist, many will consequently look quite different from what the dominant ones do today"
Anthropic’s new higher-ed advisory board and AI fluency courses reveal where campus AI is heading: policy, skills, integrity and responsible deployment.
EDTECH@UTRGV's insight:
"By convening top academic leaders, Anthropic is signaling that it doesn’t just want universities to use Claude, it wants them to help define the rules of engagement."
"Key findings from Inside Higher Ed’s student survey on generative AI show that using the evolving technology hasn’t diminished the value of college in their view, but it could affect their critical thinking skills."
EDTECH@UTRGV's insight:
"Student Voice respondents have mixed views on faculty use of generative artificial intelligence for teaching, but they’re widely using AI to augment their own learning."
"This paper examines changes in the labor market for occupations exposed to generative artificial intelligence using high-frequency administrative data from the largest payroll software provider in the United States. We present six facts that characterize these shifts. We find that since the widespread adoption of generative AI, early-career workers (ages 22-25) in the most AI-exposed occupations have experienced a 13 percent relative decline in employment even after ontrolling for firm-level shocks."
EDTECH@UTRGV's insight:
Key Takeaway: The adoption of new technologies, including AI, often causes uneven impacts across workers, prompting a period of adjustment as labor shifts from displaced roles to emerging areas of demand
In Chapter 10, Exploring the Generative Artificial Intelligence Fair Use Policy Landscape in Higher Education by Francisco Garcia and Harriet E. Watkins dive into one of the most pressing issues universities face today: how to balance the opportunities of Generative AI with copyright, fair use, and academic integrity. Preview the book here: bit.ly/4jVce93
EDTECH@UTRGV's insight:
Key takeaway: From the history of the fair use doctrine to today’s evolving AI policies, this chapter provides critical insights for educators, administrators, and policymakers navigating the rapidly changing higher ed landscape.
Twin surveys of chief online learning officers highlight the gap between student expectations and institutional maturity when it comes to online education. This year is primed to be a pivotal one for online learning, with the number of undergraduates studying fully online surpassing that of peers studying fully in person for the first time. Now two new surveys of chief online learning officers are helping point the way forward, past this critical moment.
EDTECH@UTRGV's insight:
"Colleges and universities must level up to close the gap between student expectations and institutional preparedness."
Preparing for 2030 requires more than updating software, it requires updating mindsets while still embracing the core cultural literacies in the arts, sciences, and the humanities.
EDTECH@UTRGV's insight:
"In a world increasingly shaped by artificial intelligence (AI), big data, automation, and global interconnectedness, digital literacy must equip individuals to think critically, act ethically, and adapt rapidly to technological change."
Educational institutions are at the forefront of producing digital literate individuals. The future workforce must be able to use intelligent systems ethically
"Technological breakthroughs in the 21st century have changed how people live in nearly every aspect of society. Advancements in information technology, communication, healthcare, education, transportation, and entertainment have significantly impacted our daily lives, jobs, and interactions, enhancing efficiency, accessibility, and connectivity across industries. Artificial intelligence (AI) offers a valuable contribution in this regard."
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This 30-hour accelerated program designed to prepare persons in K-12, higher education, corporate, and military settings to develop the skills and knowledge necessary for the classrooms and boardrooms of tomorrow. Students in this program have the opportunity to earn one or more graduate certificates in E-Learning, Technology Leadership, and Online Instructional Design.