edtechnews

[edtechnews]

Is Gen Z Ready for an AI Future?

AI has already infiltrated the workforce, so higher ed institutions have a responsibility to teach their students to use it responsibly and effectively.

EDTECH@UTRGV's insight:

"As artificial intelligence (AI) continues to redefine the way we work, learn and live, Gen Z is emerging as early adopters. Generation Z, or Gen Z, refers to individuals born between approximately 1997 and 2012. This generation is already using AI tools in creative and practical ways. However, according to Gallup’s “Voices of Gen Z: Preparing the Heartland for an AI Future” report, most aren’t receiving the support they need from schools and workplaces to capitalize on AI’s full potential."

[edtechnews]

AI Is Flipping the Classroom: Faculty Roles in a Changing Higher Education Landscape

AI’s infiltration of higher ed should prompt faculty to redefine their roles from exposing students to content to developing competencies.

EDTECH@UTRGV's insight:

"For years, the flipped classroom has been more of a concept than a common practice. Some instructors recorded lectures or introduced group activities, but few fully shifted their focus to skill development. Now, AI is making that shift not only possible but necessary."

[edtechnews]

The broken rhetoric of AI

"We’re losing ourselves to our worst instincts. Not because we’re doomed, but because we’re treating this moment like a game of hot takes and hustle. But right now is actually a rare and real opportunity for a smarter, more generous conversation — one that helps our design community navigate uncertainty with clarity, creativity, and a sense of shared agency."

EDTECH@UTRGV's insight:

"We don’t need to rush toward AI like it’s a test we’re all going to fail. We just need to make room for the truth. This moment is uncertain for everyone. And if we start talking about it with a lot more humility, a little more humor, and a through-line of humanity… we just might find our footing."

[edtechnews]

A.I. in the Classroom: A Brave New World?

"While the promise of personalized A.I. tutors and campuswide integration is compelling, we must pause to consider the broader implications, especially for how students come to understand learning itself."

EDTECH@UTRGV's insight:

"We don’t need to fear A.I. in classrooms, but we do need to teach students how to work with it, not just use it. That’s a very different kind of literacy."

[edtechnews]

Walking, Talking, Engaging AI in Higher Ed

A front-row seat to the maturing of AI in higher education. We are most accustomed to writing prompts and challenging artificial intelligence to give us answers, insights, sources, video clips and creativity. Emerging now is the walking, talking AI that engages us on our level.

EDTECH@UTRGV's insight:

"We have front-row seats to the maturing of AI in higher education."

[edtechnews]

Ethical Considerations In AI-Driven Learning

Discover the ethical side of AI-driven learning, from spotting bias to making algorithms transparent and fair.

EDTECH@UTRGV's insight:

"AI-driven learning surely has changed the way we learn, but not without a cost. From hidden biases to unexplainable results, you'll explore the ethical concerns around AI in education and how you can make it fair and inclusive."

[edtechnews]

How AI Pushed Us to Rethink Assessment

An honest look at how AI disrupted traditional assessment practices—and sparked a much-needed shift in how educators approached student learning.

EDTECH@UTRGV's insight:

"When generative AI tools first showed up in classrooms, it felt like a technology story—another innovation to understand, manage, or resist. It quickly disrupted routines, from how students drafted essays to how teachers evaluated student work. But educators soon realized: the changes happening in classrooms weren't just about technology. This was an assessment story, one that would force us to reexamine how we define and measure learning."

[edtechnews]

Survey: What Online College Students Need

A new analysis of Inside Higher Ed’s annual Student Voice survey underscores the significance of belonging and relevance of content and assessment for online learners. It’s been five years since colleges moved their teaching and learning online in response to the COVID pandemic, and Inside Higher Ed’s 2025 Survey of Campus Chief Technology/Information Officers, released today, shows that while online learning may still be adjusting to a new post-pandemic normal, it’s not going anywhere.

EDTECH@UTRGV's insight:

“Belonging online isn’t a watered-down version of the campus quad—it’s a different ecology altogether. And that ecology requires deliberate psychological attunement to the lived realities of today’s increasingly diverse, time-strapped, digitally distributed students.”

[edtechnews]

10 dimensions of AI readiness

Many universities are integrating AI tools reactively, without clear alignment to curriculum, faculty development, or AI readiness policies.

EDTECH@UTRGV's insight:

The Ten-Dimension AI Readiness Framework provides a comprehensive roadmap for institutions built on four core principles—resilience, transformation, adaptability, and community

[edtechnews]

You’re using ChatGPT? A true story about why AI literacy starts with us

Responsible AI use and AI literacy are not just about the technology--they're about curiosity, judgment, integrity, and communication.

EDTECH@UTRGV's insight:

"Our students are already using AI. The question is: Are we helping them use it safely, ethically, and effectively, or are we leaving them to figure it out on their own?"

[edtechnews]

AI Won’t Revolutionize Education. Here’s What Will

AI seems like the next big thing in education, but it will not transform classrooms in the ways many expect

EDTECH@UTRGV's insight:

"AI Can’t Fix What Culture Won’t Change"

[edtechnews]

UVA professors break down AI usage on Grounds

"Artificial intelligence is transforming the world of higher education, as it has become widely used in the classroom, and in everyday life. It is also raising some concern by college professors when it comes to reframing their coursework, knowing that students are going to use it."

EDTECH@UTRGV's insight:

"While the tool may require less work from students, the professors say it's been challenging keeping up with the ever-changing environment to best prepare their students for the workforce."

[edtechnews]

New research suggests daily AI use can reduce faculty workload in higher education

A new survey from D2L , an online learning platform based in Canada, and consulting service provider Tyton Partners, has found that daily use of artificial intelligence (AI) can reduce faculty workload in higher education institutions.

EDTECH@UTRGV's insight:

"D2L surveyed more than 3,000 respondents about the current state of AI use in higher education for its Time for Class 2025 report. It found that more than a third (36 percent) who use generative AI daily reported a marked decrease in their workload.

  However, instructors and administrators reported that attempting to monitor student use of AI has created additional work for them, while 39 percent of respondents had experienced no change in their workload as a result of generative AI."

[edtechnews]

How to design for problem-unaware users

"It seems intimidating at first, but you get used to it," a user once told me as she went through a dozen workarounds to complete a specific task.

  You may have heard similar things when talking with users. Users who complete tasks in seemingly broken and complicated ways. They're often, for some strange reason, resistant to change.

  You've been puzzled when they say, "That new design sounds complicated. What I'm doing works fine."

EDTECH@UTRGV's insight:

"Audiences who are “problem unaware” — the first stage in Eugene Schwartz’s customer-awareness model — are especially challenging because they don’t yet recognize they have a problem, so marketers must first reveal the issue before offering any solution."

[edtechnews]

Did you know? Most students can’t tell when AI-generated content is wrong?

Did you know that a recent survey found most students can’t tell when AI-generated content is wrong? Chapter 2 of Teaching and Learning in the Age of Generative AI—by Dr. Leticia De Leon—spots this blind-spot and offers a “Nested Framework” to build the AI literacy and safeguards every classroom needs. Curious? Dive into Chapter 2 to see how you can turn this challenge into an opportunity for smarter, safer learning. Preview the book here: bit.ly/4jVce93

EDTECH@UTRGV's insight:

"This chapter proposes a framework—the Nested Framework for Implementing AI in Education—for evaluating the effectiveness of AI in education by utilizing a framework synthesis methodology to develop it." Preview the book here: bit.ly/4jVce93

[edtechnews]

Micro-credentials: How will they make your campus smarter?

One thing is clear in higher ed today: A growing focus on upskilling and career preparation is igniting a renewed focus on micro-credentials.

EDTECH@UTRGV's insight:

"A growing emphasis on upskilling and career preparation is igniting a renewed focus on micro-credentials and attracting a new wave of students to campus."

[edtechnews]

Sam Altman says the Singularity is imminent - here's why

In a new blog post, Altman laid out his vision for a hugely prosperous future powered by superintelligent AI. We'll figure things out as we go along, he argues.

EDTECH@UTRGV's insight:

"In his 2005 book "The Singularity is Near," the futurist Ray Kurzweil predicted that the Singularity -- the moment in which machine intelligence surpasses our own -- would occur around the year 2045. Sam Altman believes it's much closer."