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In the ever-evolving landscape of education, one area that has remained stable is the importance of providing high-quality feedback to students. However, we've long grappled with the challenge of offering timely, personalized, and meaningful feedback to all students, particularly in environments where resources are already stretched thin. The advent of artificial intelligence (AI) promises to help us meet this challenge. But how do know whether pre-service teachers—our future educators—will be receptive to creating feedback mediated by AI? This question was at the heart of an informal study I conducted with secondary education majors, exploring their attitudes toward AI-assisted feedback and its potential role in education, using a simple in-class survey.

The Power of Feedback

Before diving into AI's role, let's recognize the foundational importance of feedback in education. Effective feedback is the lifeblood of student growth. Whether it’s formative, summative, or diagnostic, feedback has the power to guide learners toward deeper understanding and mastery. Feedback helps to model and support, to strengthen and grow. Feedback builds knowledge and skill, but also metacognitive abilities, fostering lifelong learning. The realities of classroom dynamics, however, often limit the ability of educators to provide this feedback as comprehensively as we might like.

We know that feedback needs to be specific, timely, and relevant. But providing that level of individualized attention to each student, especially in large classes, can be a logistical and practical nightmare. To echo the call of teachers everywhere, "We can't do it all." This is where AI might enter the conversation.

AI-Assisted Feedback: A New Frontier

In my study, conducted with 107 secondary education majors over two semesters, I explored how AI-assisted feedback could alleviate some of the challenges of traditional feedback methods. I used generative AI (i.e., ChatGPT) to provide feedback on various and specific assignments, focusing on courses in data and assessment and classroom management. The AI provided feedback on a variety of tasks, including discussion boards, assignments, and reflections.

One of the key takeaways was the positive reception from students concerning their general satisfaction with the feedback as measured on a 6-point Likert scale. The majority of participants were highly satisfied with both the quality (5.69/6) and quantity (5.59/6) of the feedback they received. More importantly, students felt that this feedback improved their learning (5.20/6) and promoted professional growth (5.25/6). These findings underscore the potential of AI to enhance student learning experiences when used thoughtfully.

Transparency and Trust

Transparency was a key theme in my approach. Students were made aware throughout the course that some of the feedback they received would be AI-generated. It was essential to protect their data and privacy, so I ensured that no personal or identifying information was fed into the AI system. Additionally, human oversight remained integral throughout the process, providing a "human in the loop" model for feedback. While AI provided the initial feedback, I reviewed and supplemented it to ensure its accuracy and relevance to each student’s work.

Despite this transparency, one of the more surprising findings was that only 57.5% of students remembered that some feedback was generated using AI-assistance. This highlights the importance of clearly communicating when and how AI is being used, especially as we continue to integrate these tools into our teaching practices.

Student Reactions: Curiosity, Impressed, and… Cheated?

Interestingly, student reactions to AI-assisted feedback were varied. While a significant portion of students reported feeling curious (46.23%) or impressed (42.45%) by the feedback, a smaller percentage (13.21%) felt cheated. Upon further investigation, we discovered that these feelings of being "cheated" were often linked to misconceptions about the AI’s role. Students who felt cheated believed they had correctly identified when AI was being used, but in reality, they were less accurate at detecting AI-generated feedback than pure guesswork would suggest.

These findings point to the need for greater clarity in how we present AI-assisted feedback. Students need to understand that AI is not a replacement for human evaluation but rather a tool that can enhance the feedback process. As educators, it’s our responsibility to model how these tools can be used ethically and effectively.

The Future of AI in Education

The integration of AI into education is no longer a futuristic concept—it’s happening now, and the early results are, in many ways, promising. As we continue to explore the balance between the human touch and the digital edge when providing learners with feedback, we must remain focused on the ultimate goal: providing meaningful, personalized feedback that supports student growth.

By leveraging AI, we can make strides toward achieving this goal, but we must do so thoughtfully, with transparency and care. After all, no matter how advanced our tools become, the heart of education will always be the relationships we build with our students. Relationships that, above all, no AI can replace.

The results of this informal study showed a general interest among pre-service teachers in using AI to provide feedback to their own future students (4.01/6). However, there are still some reservations, and it's crucial that we continue to seek feedback from current and future educators, as well as students at various levels, on how these tools, and their use, can be improved.

In the meantime, we must continue to refine our use of AI in teacher education, always with a focus on ethically enhancing learning outcomes for our students and professional development for our educators.

Thank You
I am honored and deeply humbled to be recognized as this year’s recipient of the “Scholarly Advancement of Teacher Education and Educational Technology” award from the Teacher Education Division of the Association for Educational Communications and Technology (AECT). This award is a reflection not just of my work, but of the collaborative efforts and support I have received from so many remarkable people.

In the six years since publishing my first peer-reviewed article, my journey has been shaped by collaborations with researchers from 19-20 different universities and partnerships with over 70 P-12 teachers, whose transformative practices have inspired my work. I’ve had the privilege of helping 20 of these teachers become authors, sharing firsthand accounts of their innovative teaching methods with others, broadening our collective understanding of educational technology in P-12 classrooms. My scholarly contributions have been cited over 750 times in the last five years, and I recognize that this pale's in comparison to the citation metrics obtained by previous winners of this award. However, I am glad that my impact is being measured beyond my research to also include my service.

Among the key highlights of my career thus far are serving as Co-Chair of the K-12 Online Learning Special Interest Group for the Society for Information Technology and Teacher Education (SITE) during the pandemic. I’m also grateful for the opportunity to have been a founding contributor and planner of the SITE Interactive conference. I have also gratefully been elected Vice President of Communications for the Teacher Education Division (TED) of AECT. This position also allowed me the opportunity to be a proud part of the team that facilitated AECT's transition to High Logic, increasing AECT's ability to work beyond division walls and more continuously connect members around the world. My work with TED also led to me being a founding member and Co-editor in Chief of the Journal of Technology-Integrated Lessons and Teaching and this year, has allowed me to be the lead conference planner for AECT’s inaugural Teacher Mini Conference.

I want to express my deepest thanks to the many people who have supported and guided me thus far in this journey. My colleagues in the field of educational technology, the amazing P-12 teachers I’ve collaborated with, and the leaders at AECT and SITE have all played a vital role in helping me achieve this milestone.

For help in Research:
My mentors and blended teaching co-authors: Dr. Charles R. Graham and Dr. Jered Borup
Past TED Presidents and co-authors: Dr. Craig Shepherd, Dr. Kalianne Neumann, and Dr. Jacob Hall
K-12 Online Learning Expert and Co-author: Dr. Michael Barbour
Former Scholarly Advancement Award Winner and Co-Author: Dr. Royce Kimmons
OER Scholar and All-Around Great Guy: Dr. John Hilton III
OER Scholar and AECT Past President: Dr. David Wiley
Amazing Graduate Students, Peers, and Co-authors: Dr. Karen Arnesen, Dr. Michelle Jensen, Dr. Emily Pulham, Instructional Designer Douglas Archibald, and Researcher Courtney Hanny

For help in Service:
For their guidance in leadership: Dr. Jered Borup, Dr. Leanna Archambault, and Dr. Michael Barbour
For their guidance in conference planning: Dr. Jake Cohen, Dr. Liz Langram, and Planner Extraordinaire Sarah Benson
For their collaboration in Higher Logic: Linda Wiley, Kristin Herman, Dr. Laura Stapleton, and Dr. Beth Oyarzun
For his partnership in launching and leading a new practitioner-focused journal: Dr. Craig Shepherd
For her faith to plan an entirely new AECT mini conference: Dr. Tonia Dousay

For the Nomination
I am especially grateful to those who nominated me for this award and provided such kind words of support, such as:

“Dr. Short is most worthy of this award for his scholarly contributions’ widespread impact on the blended learning practices of K-12 teachers, the theoretical innovativeness of his personalized learning framework, and his tremendous leadership through many edited teacher education publications.”

and

“Dr. Short continues to successfully lead our field to create and sustain scholarly spaces that better recognize and authentically empower the voices of K-12 teachers.”

Thanks Most of All
I would not be able to work with any of the above collaborators if not for the amazing and blessed partnership of my wife and bride, Shelby Short. It is her support that allows me to have the energy needed to share my time with so many wonderful colleagues. She is the person who deserves the most thanks in all of this. So thank you, wife!

In Conclusion, I Do Not Think This Is About Me
This recognition is not simply about my personal accomplishments, but about the incredible impact we can have when we work together to push the boundaries of teacher education and educational technology. It is an honor to be at this part of my academic journey, and I look forward to continuing to contribute to this field in ways that empower P-12 educators and learners.

I invite you to please watch the video below, where I share my thoughts and gratitude for receiving this award. Thank you to everyone who has been part of this journey—I wouldn’t be here without your unwavering support and belief in the work we’re doing together.

Download slides below. The PPT slide deck is available via Google Drive Download at the bottom of this post.

The next generation of teachers will have more tools to shape the future of education than ever before. With advances in technology, teaching is rapidly evolving, and the classroom of tomorrow will look very different from today. Whether you're considering a career in education or simply curious about how technology is changing learning, there are some exciting tools and concepts you should know more about.

Makerspaces: A Hub for Creativity and Innovation
Imagine a space in your school where you can design, create, and build anything you can dream of. Makerspaces are popping up in schools worldwide, offering students access to tools like 3D printers, laser cutters, and coding software. These creative hubs encourage problem-solving, innovation, and hands-on learning, making subjects like science and technology come to life. You can read more about Makerspaces here: edtechbooks.org/encyclopedia/makerspaces

Coding Bots: Bringing Programming to Life
Learning to code is one of the most important skills for future educators. Coding bots, such as Beebots, Ozobots, and Sphero, make programming fun and interactive. These tiny robots follow code-based instructions, allowing students to see their work in action. As teachers, you’ll be able to use these bots to help students develop logical thinking and problem-solving skills in a way that's engaging and easy to understand.

Virtual and Blended Learning: Learning Beyond the Classroom
The pandemic showed us how virtual learning can transform education, but it's more than just a temporary solution. Virtual learning offers flexibility for students who need to study at their own pace, and we can bring these benefits into traditional classrooms through blended learning. In a blended classroom, students can control aspects like the pace and path of their learning, making it easier to cater to individual needs or interests. You can read more about Blended Learning here: edtechbooks.org/encyclopedia/blended_teaching

Artificial Intelligence: The Future of Personalized Learning
Artificial intelligence (AI) is another game-changer in education. Imagine a classroom where AI helps teachers personalize lessons for each student. AI can track student progress, identify learning gaps, and suggest tailored activities to help students succeed. From chatbots like ChatGPT to AI-based learning platforms, the possibilities are endless. AI can even facilitate the activities above by guiding Makerspace activities, providing coding challenges or learning about coding using the language you naturally speak, and by optimizing virtual and in-person learning.

Technology is not just changing education—it’s making learning more interactive, personalized, and engaging. As future educators, you have the opportunity to harness these tools to create engaging, innovative learning environments. So, get ready to embrace the future of teaching today by exploring more about The Teachers College at Emporia State University!

www.emporia.edu/teachers-college/

Slides for the ESU Future Educator Summit: Google Drive Ppt File
(docs.google.com/presentation/d/13YR90RcJUfdRKNhZnwgcpaM3qUTGmhYx/edit?usp=sharing&ouid=106061852616377032986&rtpof=true&sd=true)

The special edition eBook Research Highlights in Technology & Teacher Education, edited by Blankenship and Cherner  (2024) offers explorations of various topics at the intersection of technology and teaching.

Blankenship, R. & Cherner, T. (2024). Research Highlights in Technology & Teacher Education 2024 35th Anniversary Edition, Volume 2. Association for the Advancement of Computing in Education (AACE). Retrieved September 9, 2024 from https://www.learntechlib.org/primary/p/224717/.

My chapter of the book, "Preparing P-12 Educators for Providing Technology-Mediated Personalized Instruction" offers insights into Personalized Learning (PL) practice and its role in modern K-12 education, particularly within blended learning environments. Through interviews with 62 K-12 teachers, the research sheds light on how educators implement PL strategies to address the diverse needs of their students. As highlighted, PL allows for flexibility in goals, time, place, pace, and path, enabling students to engage with content that is relevant to their individual learning profiles.

A critical insight from the research included the strategies that teachers use to effectively manage PL in classrooms where students may lack motivation or struggle with self-regulation. For example, one secondary science teacher explained how they helped students prioritize high-stakes assignments to improve their grades, making PL not only about personalized content but also about guiding students to focus on their individual academic growth. Another teacher emphasized the importance of starting small when implementing PL, allowing educators to gradually adapt to what works best for their classroom dynamics.

The study also revealed that PL requires careful scaffolding for students who may feel overwhelmed by too much freedom in their learning choices. One elementary teacher shared how they helped a student select a writing topic by narrowing down options in a guided yet personalized manner. This underscores a key takeaway: personalization does not equate to complete autonomy but instead involves strategic teacher support in decision-making.

The research findings have contributed to the development of several theoretical frameworks that can guide the implementation of personalized learning and blended learning, including the Personalized Learning Design Framework and the 4Es of Effective Blended Teaching. The Personalized Learning Design Framework provides a structured approach for educators to personalize instruction based on performance, activity, and learner profile data. It offers a taxonomy of learner agency that helps teachers scaffold learning from teacher-centered to increasingly student-centered practices. The example of the elementary student struggling with writing shows how this framework can be applied to tailor learning experiences to individual student needs.

Similarly, the 4Es of Effective Blended Teaching framework provides educators with criteria for evaluating blended learning practices. It encourages teachers to consider whether their instructional strategies enable, engage, elevate, and extend learning opportunities. These elements are critical in determining whether blended learning is effectively personalized and whether it can support students in developing real-world skills beyond traditional classroom constraints.

The research also sets the stage for future work in the field of PL, especially in understanding the affordances and constraints of personalized instruction. The chapter raises important questions about whether PL strategies can live up to their promise of advancing learning for all students and whether the costs of implementing such individualized practices are worth the effort for teachers and students alike. Additionally, the potential integration of artificial intelligence into PL is an emerging area of interest, offering the possibility of scalable personalized learning experiences that move beyond the traditional “one-size-fits-all” model.

Overall, the chapter provides valuable insights for educators seeking to implement PL in blended learning environments, offering practical strategies, theoretical frameworks, and future directions for research and practice in the field.

Chapter Citation:

Short, C. R. (2024). Preparing P-12 educators for providing technology-mediated personalized instruction. In Blankenship, R. J., & Cherner, T. (Eds). (2024). Research Highlights in Technology and Teacher Education Special Edition. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/224717/.