DawsonITE is a blog devoted to Educational Technology. It's compiled by Rafael Scapin, Coordinator of Educational Technology at Dawson College in Montreal (Canada).
Schools are caught between optimism and concern about technology’s impact on student wellbeing, struggling to find a balanced approach that leverages its benefits while minimizing its harms.
https://www.edweek.org/technology/why-schools-need-tech-and-why-they-dont…
If it feels like AI is developing too fast to keep up with, a group of Chinese researchers have some bad news – because they’ve developed a model that “evolves” on its own, creating better versions of itself with each …
As creative industries grapple with the prospect of AI-generated content, how can educators hone critical thinking skills in the book publishers of the future? Find advice here.
https://www.timeshighereducation.com/campus/questions-publishing-students-need-be-asking-about-genai…
Admissions to Texas computer science programs are down roughly 20%, professors said, but they still see a future for their students.
The replacement critique misses what AI actually does to thinking.
Gemma 4 is a local-first multimodal AI that runs on devices for better privacy, lower costs, and offline use, with flexible dense and sparse architectures for different tasks.
As AI begins to replicate human work, the real concern shifts from cheating to a deeper question: what meaning do learning and work hold in a world where many already feel disconnected from what they do?
https://marcwatkins.substack.com/p/what-happens-when-students-stop-believing…
The article critiques AI in education as leading to “cognitive surrender,” but reframes it as a matter of trust, arguing AI can function like books or writing: a tool that guides, not replaces, human thinking.
https://buildcognitiveresonance.substack.com/p/an-illustrated-guide-to-resisting…
Anthropic’s Sonnet 4.6 stands out among LLMs like ChatGPT and Gemini by introducing interactive visuals that make learning more immersive and exploratory.
Generative AI forces education to shift from producing outputs to developing students’ ability to frame problems, guide AI, and critically evaluate results, making true understanding, not artifacts, the core learning goal.
https://www.chronicle.com/article/when-ai-can-do-everything-what-is-left-to-learn…
AI cheating isn’t mainly a detection or ethics problem, it reflects poor course design, and the real solution is creating engaging, process-focused learning experiences that make authentic work more meaningful than shortcutting with AI.
How to reimagine the classic framework of learning objectives.
https://www.edweek.org/technology/opinion-blooms-taxonomy-needs-an-update-for-the-ai-age/2026/04…
AI agents are reshaping learning by performing tasks autonomously, but platforms like Moodle can detect them through behavioral analytics, shifting the real challenge from detection to validating authentic learning.
https://moodle.com/news/field-notes-when-ai-agents-show-up-to-class…
Veteran teacher Jen Roberts explains why generative tools are more than just a platform for cheating, they’re a way to make classrooms fairer and more human.
The concept of “cognitive surrender” describes how people increasingly defer to AI for thinking, often trusting it even when it’s wrong, reducing critical reasoning while boosting misplaced confidence.
https://gizmodo.com/cognitive-surrender-is-a-new-and-useful-term-for-how-ai-melts-brains-2000742595…