AI & EDUCATION WEEKLY · 历史周报
September 21–27: five updates on human judgment, learning evidence, classroom AI rules, and inclusive professional learning. Two entries cover this week's event agendas, not research findings. Classroom suggestions are Teacher Teahouse's editorial applications.
9月21–27日：五则资讯，关注人的判断、学习证据、课堂 AI 规则和包容性专业学习。其中两则介绍本周活动议程，不代表研究结论；课堂建议为 Teacher Teahouse 的教学应用建议。
A September 21 University of Iowa feature describes hands-on AI literacy activities and educators' concerns about assessment. Its examples include sorting games that explain pattern recognition and teacher-reviewed feedback. This is a university feature, not a controlled study.
爱荷华大学9月21日的专题介绍了动手实践的 AI 素养活动，以及教育者对评估的思考。例子包括用分类游戏解释模式识别、由教师审核反馈。这是大学专题报道，不是对照实验。
The University of Maine listed September 23 as the first session in a five-part teaching-lab series. Its focus was clear, equitable AI syllabus statements; later sessions address assignments, grading, and practice. September 23 is the event date, not a publication date; the listing does not report outcomes.
缅因大学将9月23日列为五次教学工作坊的首场，主题是清晰、公平的课程 AI 使用声明，后续讨论作业、评分和练习。这里标注的是活动日期，不是报道发布日期；活动页面未提供成效数据。
Saint Mary's University of Minnesota's September 23 summit agenda included digital accessibility, equitable tool evaluation, and human oversight. Tony Frontier's keynote topic was empathy in the AI age. This item reports the official agenda and event date, not evidence that particular tools improved learning.
明尼苏达圣玛丽大学9月23日教师峰会的官方议程包括数字无障碍、公平地评估工具，以及人的监督。Tony Frontier 的主旨主题是 AI 时代的同理心。本则介绍议程与活动日期，并非某个工具提升学习效果的证据。
Purdue's September 25 report revisits William Watson's keynote at a July 20–21 leadership summit. He argues for rethinking learning goals and assessment rather than simply automating existing routines. The report is new this week; the talk took place in July, and its argument is not an experimental finding.
普渡大学9月25日的报道回顾 William Watson 在7月20–21日领导力峰会上的演讲。他主张重新思考学习目标与评估，而非仅将旧流程自动化。报道是本周发布，演讲发生在7月；这些观点不是实验结论。
In a September 25 Teachable Moments commentary, Rénard Harris contrasts generating an entire assignment with using AI while remaining involved in planning and revision. His central question is how students use a tool. This is educational commentary, not a new research study.
在9月25日的 Teachable Moments 评论中，Rénard Harris 对比了整份作业交给 AI 生成，以及学生仍参与构思和修改的用法。他关注的是学生如何使用工具。这是教育评论，不是新研究。