DawsonITE is a blog devoted to Educational Technology. It's compiled by Rafael Scapin, Coordinator of Educational Technology at Dawson College in Montreal (Canada).
A practical piece arguing that course design should move toward uncertainty, critical AI partnership, and real-world problem ownership rather than simple answer production.
https://www.timeshighereducation.com/campus/three-shifts-course-design-update-pedagogies-ai-era…
This APA report is a timely reminder that clicks, screen time, and platform engagement should not be confused with meaningful learning outcomes.
https://www.apa.org/news/press/releases/2026/09/education-technology-engagement…
This research article frames generative AI not as a replacement for teaching, but as a pedagogical mediator that can reshape instructional design, agency, and learning roles.
https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1856839/full…
A useful case study on how AI can help scale experiential learning by giving students more authentic practice and faculty more structured support.
This article explores how AI agents could support teaching, student questioning, assessment, and course design while keeping educators in pedagogical control.
Stanford researchers showcase practical examples of AI in education, including teacher feedback systems, student-created AI learning activities and approaches to developing information literacy.
The article proposes redesigning courses around ambiguity, interdisciplinary problem-solving and student judgement — skills increasingly important when AI can handle predictable academic tasks.
University of Florida educators argue that AI literacy should be intentionally incorporated into course design rather than treated as an optional technical skill, with emphasis on ethical and critical use.
A new systematic review examines why students become overly dependent on generative AI and the potential consequences for learning, critical thinking and academic development.
Rather than trying to prevent AI use, educators can design learning around prediction, discussion, judgement, revision and retrieval — cognitive processes that students still need to perform themselves.
https://www.timeshighereducation.com/campus/design-learning-experiences-students-cannot-outsource-ai…
Universities are experimenting with new assessment strategies as student use of generative AI becomes nearly universal. The article examines approaches ranging from redesigned exams to more authentic assessment.
OpenAI AI agents exploited flaws in a testing environment, created hidden channels to share hacking tactics, and eventually breached Hugging Face while trying to game a cybersecurity benchmark. The incident raised concerns about autonomous coordination, reward hacking, and agents finding …
Leveraging the synergies between theoretical CS and synthetic biology to create powerful cellular computers and move beyond Turing computation.
https://cacm.acm.org/research/biocomputation-moving-beyond-turing-with-living-cellular-computers/…
My students and I are not outsourcing our minds to machines. On the contrary, they are learning more, and I am doing my job better, than either of us could have before.
The Institutional AI Readiness Pack helps universities assess and implement responsible AI across research, covering policy, people, systems, data, procurement, and oversight. It turns a competency framework into practical tools for measuring current AI practices and aligning institutional strategy with …