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@edtechnews
AI Governance for Instructional Design Teams
Learn what good AI governance looks like in instructional design teams, from human review and quality controls to role clarity and risk management.
EDTECH@UTRGV's insight:
"[T]he real question is not simply whether AI is allowed. The real question is whether AI is being used in ways that improve design quality, protect judgment, reduce avoidable risk, and build stronger professional practice over time."
Why L&D Teams Are Sitting On A Gold Mine Of Data They Never Use
This article breaks down what L&D data access could mean for how training gets designed, measured, and improved.
EDTECH@UTRGV's insight:
"This article breaks down why that data goes unused, how conversational AI analytics changes the access model, and what it means for how training gets designed, measured, and improved."
Not all screen time is equal
Screen time debates should center on if individual technologies, programs, and digital learning experiences support student growth.
EDTECH@UTRGV's insight:
"With the growing movement to limit technology in schools, parents and educators are right to question how much time students spend on screens. But, as schools reconsider the role of technology in the classroom, an important distinction is often getting lost in the public conversation: Not all screen time is equal."
The Language Learner And AI: Fixing The Practice Gap
Here's what industry data, and months of our own usage, actually suggest is the main obstacle for a language learner, and how AI can help.
EDTECH@UTRGV's insight:
"[F]ear of speaking is among the most frequently mentioned challenges for language learners. Not grammar or vocabulary, but fear."
Beyond Online Education: How Artificial Intelligence Is Reshaping The Future Of Universities
AI use in higher education is reshaping the future of universities with intelligent, personalized, and data-driven learning environments.
EDTECH@UTRGV's insight:
"The future university will not simply be a digital version of the traditional campus. It will be an intelligent, data-driven, highly personalized learning environment capable of adapting to the needs of every learner."
AI Meets ESL, and Teachers Are Intrigued
Can AI chatbots support K-12 emergent bilingual learners without widening gaps?
EDTECH@UTRGV's insight:
"Experts see great potential for AI to elevate bilingual education — if it’s done right."
What "friction maxxing" teaches us about IT skill development in the age of AI
Facing technical challenges helps students build the ability to actively engage with a problem and build IT skills instead of turning it AI.
EDTECH@UTRGV's insight:
"Deliberately working through technical challenges helps students build and retain the ability to actively engage with a problem"
Still the Teacher: How California’s AI Law Keeps You at the Center
Learn how California's AI law shapes AI use in education and offers practical strategies for faculty to teach responsibly with AI.
EDTECH@UTRGV's insight:
"AB 2370 assumes that faculty will use professional judgment when incorporating AI. One practical way to exercise that judgment is to evaluate AI tools the way you evaluate textbooks or other course materials."
The Learning Paradox: Is Technology Making Our Kids "Metacognitively Lazy"?
As we navigate the educational landscape of 2026, we find ourselves deep in what might be called the "era of the offload," surrounded by personalized systems that promise to simplify our cognitive lives.
EDTECH@UTRGV's insight:
"[A]cademic success in an AI-enhanced world depends on ensuring students remain the agents of their own progress, equipped with the resilience to navigate a lifetime of independent growth."
The “Engagement” Illusion: Why EdTech Research is Built on Shaky Ground
We often treat “cognitive engagement” as the holy grail of online learning.
EDTECH@UTRGV's insight:
"To truly understand online learning, we have to stop trusting the “illusion” of engagement and start measuring the actual mechanics of the mind."
Why EdTech Fails (And the Hidden Metric that Predicts It)
The binary debate between tech-utopianism and neo-Luddism is broken. To save educational technology, we need to talk about "Viability."
EDTECH@UTRGV's insight:
"When a digital tool fails to improve student outcomes, critics almost always blame the technology itself, or the abstract concept of "screen time." But a new study recently published in Smart Learning Environments...argues that we are diagnosing the problem entirely wrong. The failure isn't necessarily a failure of innovation or design. It is a failure of viability."
Adoption: What To Measure To See If Workers Using The Tool
Why course completion measures attendance, not tool adoption, and what to track instead: usage that holds and behavior on the job.
EDTECH@UTRGV's insight:
"Completion Measures Attendance, Not Change"
Building AI that teaches: Scaling learning systems
Crafting an AI learning platform also requires rethinking content delivery, assessment, and learner support as a single integrated system.
EDTECH@UTRGV's insight:
"Building an AI-native learning platform also requires rethinking content delivery, assessment, and learner support as a single integrated system. Most platforms still treat these as separate products. Content is served. Quizzes are appended. Support is reactive."
Don't Panic — Yet: What the FCC's E-Rate Review Means for Schools
Conversations With Kevin Hogan: Education policy attorney Reg Leichty explains why the FCC's inquiry into sunsetting E-Rate is a serious threat, why screen time is a red herring in this brouhaha, and what district leaders can do about it
EDTECH@UTRGV's insight:
"For nearly 30 years, E-Rate has been what one might call the most boring of utility programs — a broadband subsidy that quietly connects America's schools and libraries. Now the FCC is asking whether it should exist at all."
UC Berkeley shows no signs of AI grade inflation as professors adapt
"A study released by UC Berkeley’s Center for Studies in Higher Education found a correlation between the release of ChatGPT in 2022 and an increased share of A grades for classes with take-home assignments at a selective public university in Texas. However, Berkeleytime data collected by The Daily Californian found no equivalent trends at UC Berkeley."
EDTECH@UTRGV's insight:
"While the study found that grades have been increasing in classes with lots of take-home assignments, grades across UC Berkeley have remained relatively stable."
What does this finding suggest?
I start my lectures by introducing my teaching assistant: GenAI
Artificial intelligence is offering us an opportunity to give every student in the lecture hall the chance to think ideas through and truly understand. Let’s take it
EDTECH@UTRGV's insight:
"[T]oday, with AI as my teaching assistant, I actually think I am a better professor than I have ever been."
AI in Learning and Development: 5 Myths Debunked
Not everything you have heard about AI in learning and development holds up. Here is a grounded look at what works, what does not, and what to expect.
EDTECH@UTRGV's insight:
"For L&D leaders, the opportunity is not to chase AI for its own sake; it is to use it deliberately, with the same rigor applied to any significant investment in workforce capability."