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Rescooped by
Yashy Tohsaku
from Edumorfosis.it
onto Education 2.0 & 3.0 October 24, 10:24 AM
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Roxana Morduchowicz plantea que responsabilizar a los estudiantes es desresponsabilizar al Estado. En definitiva, la política pública es la única que puede evitar los usos de la IA entre los adolescentes, que nadie quiere.
Más tecnología no se traduce automáticamente en más aprendizaje, ni en mejor educación. La variable más importante será siempre cómo se la acompaña, es decir cuáles son las competencias y habilidades que se buscan fortalecer.
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In partnership with Pearson, a global report mapping 15 approaches to AI-supported collaborative learning, drawing on emerging institutional practices and student perspectives.
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Automation will transform work over the next few decades, but it won’t be a binary “before and after,” says MIT FutureTech Director Neil Thompson, as part of Every’s upcoming Thesis: 2027 conference.
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To prepare K–12 students for work after graduation, districts must first consider how they can support the tech stack for a career program.
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This article explores the transformative potential of open educational resources (OER) as digital public goods (DPG) to foster the responsible development and use of artificial intelligence (AI). Guided by the United Nations’ Common Agenda, Global Digital Compact and agenda for open solutions, along with the United Nations Educational, Scientific and Cultural Organization’s Recommendation on OER, the ROAM-X framework and the FAIR principles for open science, this article promotes the importance of inclusivity, equity and global collaboration in tackling both local and global challenges. It also advocates for non-commercial, shared infrastructures that democratise knowledge and technology, ensuring they are secure, ethical and accessible to all communities. Current OER infrastructures and policy ecosystems remain fragmented and face significant challenges, as they are distributed across disconnected repositories and lack consistent metadata, limiting their reusability and accessibility. These barriers are exacerbated by inequities in internet access, and limited collaboration between institutions and nations, resulting in an uneven global OER landscape. To address these issues, the authors propose the creation of integrated and open platforms that position OER as global public goods, grounded in open principles and standards. This approach will foster resilient, collaborative, responsible and inclusive infrastructures that prioritise gender, linguistic and cultural diversity, and empower communities worldwide, thus democratising access to knowledge and enabling a more equitable technological future. Via Vladimir Kukharenko
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Explore why relevance is the key to meaningful training engagement and how learning leaders can move beyond completion to build capability. Via EDTECH@UTRGV 
EDTECH@UTRGV's curator insight,
October 27, 9:20 AM
"When engagement declines, organizations often assume the content needs to be shorter, more entertaining, or more interactive. Those factors can improve the experience, but they do not solve the deeper issue: Employees engage when learning feels relevant to the work they need to perform."
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"New AI-powered summaries help teachers identify common questions, learning strengths and areas needing support, while Google also introduces direct publishing of Gemini-built apps to Google Sites" Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
October 27, 9:25 AM
"Teachers can now view an overall summary of student engagement, along with common themes from student interactions such as recurring questions, areas of strength and suggested areas for support. They can also review individual student chat transcripts for added context and to check the accuracy of the AI-generated insights."
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TryHackMe helps students build practical cybersecurity skills through interactive labs, guided learning pathways and classroom tools.
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Discover how storytelling to engage students can strengthen critical thinking, connect lessons to real-world experiences, and improve learning in higher education.
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From
www
Explore how districts can build more inclusive computer science pathways while supporting the teachers who make them possible.
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From
blog
Every day, anyone with an account (e.g. email, game console account, whatever) gets bombarded with information and free deals. Every morning, when I check Explore this and more at TCEA TechNotes Blog, your go-to source for educational technology and teaching innovation.
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A swing from digital to analogue learning is happening overseas, but student performance is yet to improve on at least one international measure. Via Peter Mellow
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The goal of this guide is to help district leaders ask what it will take for students to consistently engage with and meaningfully benefit from an AI product in their schools. It complements existing district procurement processes by focusing on student engagement and the conditions needed to support it. The questions are informed by Robinson et al. (2026), "Access is Not Enough: Human Support Improves Engagement with AI Tutoring." They are discussion prompts, not a product evaluation rubric. Via Dr. Tom D'Amico (@TDOttawa) |
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¿Estamos enseñando a nuestros estudiantes a pensar mejor o simplemente a obtener respuestas más rápidas?
Esta pregunta me parece fundamental en momentos en que la IA está transformando la educación a una velocidad que, en ocasiones, supera nuestra capacidad para reflexionar.
Desde mi perspectiva, el verdadero desafío educativo no consiste en incorporar más herramientas de IA al salón de clases. Consiste en garantizar que su utilización fortalezca el pensamiento crítico, la autonomía intelectual y la responsabilidad de quienes aprenden. He llegado a una convicción: la IA amplía nuestras capacidades, la ética orienta nuestras decisiones y el aprendizaje transforma la información en conocimiento. Ninguno de estos tres elementos, por sí solo, garantiza una mejor educación.
Por eso, propongo considerar un modelo pedagógico de seis fases que permita integrar estas dimensiones en un proceso continuo.
Via Edumorfosis
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Classrooms rely increasingly on technology. Here’s how to make sure the network can keep up.
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Even when I don’t use AI, others might think I have.
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Ban or no ban, students are going to use AI. Let’s make sure they have the skills to navigate it, says Common Sense Media’s chief program officer. Via EDTECH@UTRGV
EDTECH@UTRGV's curator insight,
October 27, 9:23 AM
"Putting a pause on AI in school doesn’t remove the need to teach kids about AI"
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In the YouTube era, are lectures still an efficient use of classroom time? Achim I. Czerny argues they are – with a crucial twist Via Vladimir Kukharenko
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The field of education can and should do more to prevent AI-generated essays, papers, and other assignments
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Explore Gartner’s Top Strategic Technology Trends for 2027 — 10 trends that will shape autonomy, resilience and governance in the years ahead. Learn how CIOs can prepare for the autonomous era and deliver trusted outcomes at scale.
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Discover how storytelling to engage students can strengthen critical thinking, connect lessons to real-world experiences, and improve learning in higher education.
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Explore the course completion rate and its impact on online learning. Discover hidden factors influencing this crucial metric.
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From
psyche
To see how communication truly works, we should set aside the notion that different people can share the same thoughts Via Vladimir Kukharenko
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Artificial intelligence (AI), particularly generative AI, has transformed the higher education landscape with remarkable speed, reshaping how students learn, produce academic work, and interac Via Vladimir Kukharenko |
