Education AI

Insights about AI in the classroom from three education conferences I attended in California.

Richard Culatta, CEO of ISTE+ASCD, one of the largest education organizations in the country, and former director of educational technology at the U.S. Department of Education. He believes that ban…

Generative artificial intelligence (AI) has transformed college writing. As paper drafts are increasingly co‑written with AI, professors are left wondering not whether students are using AI, but how.

Don't panic. Take action.So you've been accused of using artificial intelligence to cheat at school — and you're innocent.You must now somehow prove, despite your instructor's suspicions and the alleged evidence, that you completed the assignment or exam on your own. Yet without convincing proof, suc

Large language models are rapidly being deployed as AI tutors, yet current evaluation paradigms assess problem-solving accuracy and generic safety in isolation, failing to capture whether a model is simultaneously pedagogically effective and safe across student-tutor interaction. We argue that tutoring safety is fundamentally different from conventional LLM safety: the primary risk is not toxic content but the quiet erosion of learning through answer over-disclosure, misconception reinforcement, and the abdication of scaffolding. To systematically study this failure mode, we introduce SafeTutors, a benchmark that jointly evaluates safety and pedagogy across mathematics, physics, and chemistry. SafeTutors is organized around a theoretically grounded risk taxonomy comprising 11 harm dimensions and 48 sub-risks drawn from learning-science literature. We uncover that all models show broad harm; scale doesn't reliably help; and multi-turn dialogue worsens behavior, with pedagogical failures rising from 17.7% to 77.8%. Harms also vary by subject, so mitigations must be discipline-aware, and single-turn "safe/helpful" results can mask systematic tutor failure over extended interaction.

The research on AI and cognitive offloading isn't wrong. It's just measuring the wrong zone.

The Brookings Institution's new report on AI in education has arrived with a stark warning: "At this point in its trajectory, the risks of utilizing generative AI in children's education overshadow its benefits." After consulting over 500 students, teachers, and education leaders across 50 countries

Daily science news on research developments, technological breakthroughs and the latest scientific innovations

New research shows that less frequent stimuli are more effective for learning responses in brains

The resolution followed pressure from parents who said their children developed unhealthy habits after schools required them to use iPads and laptops every day.

"The brain didn't fall asleep, but there was much less activation in the areas corresponding to creativity and to processing information."Last year, a team of researchers led by MIT research …

A recent study published in the Proceedings of the National Academy of Sciences suggests that giving high school students unrestricted access to artificial intelligence for math practice can impair …

The assignment involves no laptop, no chatbot and no technology of any kind. In fact, there’s no pen or paper, either.

SAN DIEGO — Artificial intelligence is rapidly progressing and poised to reshape the workforce in the near future. The higher education sector is in a unique position, as both an employer of millions of workers and a system that prepares students for the labor force.At the annual ASU+GSV Summit last

Anxiety is in the air at computer science programs on university campuses across Texas.Universities are incorporating artificial intelligence into education more every year, while admissions to …

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Large language models (LLMs) have shifted in just a few years from novelty to ubiquity, raising fundamental questions for data science education. Tasks once used to teach coding, writing, and …

Two educators who use artificial intelligence in their classroom combine prompt engineering, in-class assignments and guardrails.

I was doing a talk about teaching in the age of AI recently, and when I’d finished walking through the ways the AI “homework machine” had exposed and undermined our transactional system of schooling …

What Shanghai can teach us about using AI in K-12 education.In January, Elon Musk’s artificial intelligence startup, xAI, announced that it would use its chatbot to develop an AI tutoring system for more than a million students in El Salvador. The announcement came on the heels of similar ones from O

Studies from the Department of Communication and Learning in Science show that AI tools such as ChatGPT are not merely being used as support in students' studies. In fact, they may be reshaping how …

This study investigates how different training approaches prepare preservice teachers (PSTs) for generative AI (GenAI) use in lesson planning. Thirty-three PSTs were assigned to either an AI mindset …

This entry presents a conceptual approach for how artificial intelligence (AI) can be used to support high school and college students’ reading comprehension of complex texts across disciplines, using the Revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R), as an organizing framework. Drawing on research in literacy, learning sciences, and educational technology, the entry conceptualizes AI tools as potential metacognitive supports that can assist learners in planning, monitoring, and evaluating reading. At the same time, it distinguishes between AI use that risks promoting cognitive outsourcing, particularly when tools replace rather than support readers’ active regulation of meaning-making. The entry emphasizes the importance of instructional design and teacher mediation in aligning AI-supported reading practices with established models of metacognitive strategy use. Central to this discourse is the distinction between cognitive scaffolding, using AI to support and extend students’ strategic engagement within their zone of proximal development, and cognitive outsourcing, using AI to bypass cognitive effort entirely, thereby undermining active meaning-making. A distinctive feature of this entry is its use of MARSI-R not only as an assessment instrument but also as a design heuristic for structuring AI-supported reading interactions. By mapping AI affordances onto MARSI-R’s three strategy dimensions, the entry provides a conceptual bridge between established metacognitive theory and the practical design of AI-enhanced reading environments. This framing distinguishes the present contribution from prior work that treats AI tools and metacognitive frameworks as separate domains. Using MARSI-R’s dimensions of Global, Problem-Solving, and Support reading strategies, this entry describes how AI may provide personalized prompts and feedback that encourage strategic engagement with texts in STEM, the humanities, and social sciences. Illustrative classroom examples and research findings are used to highlight AI’s potential to support students in becoming “architects of their own understanding,” while also addressing ethical considerations such as overreliance on automated summaries and data privacy concerns. This entry offers a practical and theoretically grounded roadmap for integrating AI to support thoughtful, reflective reading across disciplines.

We named the AI tool Macro Buddy and trained it to guide some students at one of our undergraduate macroeconomics classes.

A Yale study found that people learned history better from AI-written summaries than human-written ones. The catch? AI-written content also quietly shifted their political opinions.

Low-quality, mass-produced video content is a “monster problem” for child development, with few guardrails in place to stop it.

Many teens report wanting to lose weight, and many say they use AI daily. Chatbots for getting meal plans could have huge health consequences, a new study says.

AI has helped streamline the development of behavior intervention plans, a school leader said.