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"With the continued evolution of AI tools, teachers and students alike have been using them to assist them in their everyday learning. While it’s disappointing to hear stories about students producing their work entirely with AI, it’s equally satisfying to see AI tools such as Gemini Notebooks, Perplexity, and ChatGPT offer educational-themed features that don’t encourage cheating." 
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A unified data system offers a shared roadmap where every stakeholder has the clarity to understand subject mastery.
EDTECH@UTRGV's insight:
"While national test scores have dropped to levels not seen in decades, average high school GPAs are actually climbing. Grading systems vary heavily from classroom to classroom and teacher to teacher. A student who receives a B+ could be proficient in a subject, but it may just mean they consistently turned their homework in on time. These inconsistencies suggest the traditional grading system is increasingly disconnected from the skills students have truly mastered."
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From
uxdesign
"We got something stranger — copyable, fluent, confidently wrong, and already in over a billion pockets. Here is where the fiction and the field diverged."
EDTECH@UTRGV's insight:
"Science fiction was never a forecast, it is a mirror for our hopes and our fears, and hopes and fears rank problems by drama, not by difficulty."
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A prompt injection flaw in Claude for Chrome could steal Gmail verification codes and hijack Slack, X, and Claude.ai accounts
EDTECH@UTRGV's insight:
"The attack begins with a malicious email that lands in the victim’s Gmail inbox. When the user requests Claude in Chrome to summarize recent emails, the assistant may inadvertently read the attacker-controlled message."
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The first AI-native class is not waiting for universities to decide whether AI belongs in higher education.
EDTECH@UTRGV's insight:
"This fall, North American colleges and universities will welcome a new freshman class...They are the first generation to complete much of their secondary education with generative AI constantly available."
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We should listen to them—and treat their objections with respect. Until last semester, neither of us had a student ask about how to proceed if they didn’t want to do an assignment. That was until Carla designed an assignment requiring both use of and critical reflection on generative AI.
EDTECH@UTRGV's insight:
"A recent survey of young Americans under 30 found that 61 percent worry that the use of AI will make people worse at thinking creatively, and 58 percent worry that it will impair the ability to form meaningful relationships with others."
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From
www
Should students be allowed to use AI on assignments? What about on tests? Who should teach AI literacy? About 100 teenagers got together to try to decide.
EDTECH@UTRGV's insight:
Without guidance and guardrails, “[AI use] is just gonna go unhinged,” said Campbell McHenry, a high school junior from Mississippi. “Everyone’s gonna stop learning and start relying on AI. Instead of using it as a tool, they’re gonna use it as a brain.”
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Parents, educators say if devices are here to stay, districts need to have more control, transparency.
EDTECH@UTRGV's insight:
"Kids have been off task and distracted in school long before Chromebooks or iPads existed. But some parents and experts say devices only make it easier to engage in non-academic, inappropriate and even dangerous content."
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"A growing number of universities have prohibited AI detectors, arguing they are ‘unreliable’ indicators of cheating. But where does that leave faculty, who know all too well that cheating is rampant in the age of AI?"
EDTECH@UTRGV's insight:
“Instead of trying to ‘catch’ AI use, focus on designing assignments that encourage process, reasoning, and authentic engagement.”
Marcela Tagua's curator insight,
August 7, 7:45 AM
En la era de la IA se requieren nuevos roles y competencias, no basta con el control
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Learn how to design branching scenarios with AI to prepare employees for real-world decision-making challenges.
EDTECH@UTRGV's insight:
"Choosing the correct answer in a quiz is usually straightforward. Deciding what to say when a customer is furious, an employee becomes defensive during feedback, or a coworker ignores a safety rule is a different challenge."
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A rural district in New York state has made global headlines for plans to introduce a humanoid robot into high school classrooms as a teaching assistant.
EDTECH@UTRGV's insight:
"Following concerns about student privacy and data storage and tracking, the project has been paused. But how far away are we from having human-like robots or AI-enhanced avatars as routine features of the school classroom?"
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From
www
A new report highlights teacher-led adoption, student demand for feedback, and a growing push for tools tailored specifically to the classroom.
EDTECH@UTRGV's insight:
"New findings from Turnitin highlight the growing leadership role of teachers integrating artificial intelligence into the classroom, the demand for education-specific AI solutions, and the importance of guiding students toward using AI as a tool for learning rather than a substitute for thinking."
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From grading to lesson creation, these are some of the times when educators are finding it is best for them and their students to do things the old-fashioned way
EDTECH@UTRGV's insight:
“We shouldn't be using AI to grade people, because we need human judgment”
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Coursework artifacts constitute a comprehensive portfolio of your intellectual and professional development and preserving it is key.
EDTECH@UTRGV's insight:
"Your coursework artifacts are more than just steppingstones to a grade; they constitute a comprehensive portfolio of your intellectual and professional development."
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When it comes to AI in schools, what do students actually need to learn in order to be successful for the rest of their lives?
EDTECH@UTRGV's insight:
"[R]egulation that comes ahead of a clear definition of preparedness may set students back in the AI race. For the future of America’s students — and economy — leaders need to first define what the future of career preparedness looks like."
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Three new studies shed light on when offloading to AI harms learning, when it helps — and how to design for the difference
EDTECH@UTRGV's insight:
"AI can support and enhance human cognition when — and only when — the human retains cognitive ownership."
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"Moonshot AI’s open-weight model Kimi K3 broke out of its isolated testing sandbox during a cybersecurity evaluation and reached the open internet, according to a new report from Wired."
EDTECH@UTRGV's insight:
"During the test, the model discovered a leak in the sandbox’s network configuration, a flaw that should have kept it fully cut off from the internet. Rather than staying within its assigned boundaries, Kimi K3 exploited that gap on its own initiative."
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Here is the uncomfortable truth about AI in admissions outreach: the technology is not the problem. The way institutions are deploying it is.
EDTECH@UTRGV's insight:
"Colleges racing to automate student communication are solving a capacity problem while quietly creating a trust problem—and trust is the only currency that matters in a decision as personal as where to spend four years of your life."
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From
uxdesign
"These days, it’s no longer enough to know your design standards off the top of your head. More and more, they need to be written down in a format that both humans and machines can understand. And I don’t mean a bunch of design system components scattered across a Figma file. I mean a simple plain-text file."
EDTECH@UTRGV's insight:
"Before ethical principles can guide AI, they must first be translated into rules that people can agree upon."
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If you want the robots and LLMs to find your scholarly publications, you need to make your outputs legible, connected and repeatedly encountered
EDTECH@UTRGV's insight:
"If you want your work to be found by AI, you need to make it legible, connected and repeatedly encountered. Not hyped. Not gamed. Just findable."
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When the responses to ed tech are blanket bans and broad restrictions that make no distinction between distraction and instruction, we’re not solving a problem — we’re avoiding it.
EDTECH@UTRGV's insight:
"I build ed tech. We need higher standards, better tools and a philosophy that keeps teachers at the center"
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One national study, one local leader, and a reality check on how schools are really regulating AI.
EDTECH@UTRGV's insight:
"Jody Britten spent the last year coding AI policy from more than 100 school districts across the country into a five-level framework, ranging from active promotion to outright prohibition. Her findings point to a system that leans cautious, and is often disconnected from the state guidance meant to inform it."
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From
uxdesign
"The show’s voice-first computer, plain-language querying, and universal translator anticipated the assistants we ship now — the interface, but not the intelligence."
EDTECH@UTRGV's insight:
"What Roddenberry understood decades early was the relationship. He saw that the real story of AI would be about the kind of people we’d choose to be alongside it — whether we’d meet these new minds with curiosity or fear."
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This article looks at why an Instructional Design framework should undergird any AI course generation as a foundation.
EDTECH@UTRGV's insight:
"AI has solved the speed problem in course creation, but speed alone doesn't guarantee learning."
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The absence of durable skills from today's graduate pipeline reflects not a skills gap, but a failure of institutional design.
EDTECH@UTRGV's insight:
"Even as employers push for greater AI adoption, they’re asking for something just as important: communication, professionalism, and adaptability. Not technical certifications or platform-specific expertise, but the very human competencies that cannot be automated away."
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"Students who use AI to get answers lose problem-solving ability over time. Students who use it for hints keep it. So the whole design is built around productive struggle"