I can't begin to tell you what a valuable service you are providing to teachers. Thank you! You write:
"Teachers might consider building in structured time and scaffolds to support revision, model how to use feedback, and explicitly teach students how to respond productively."
This was a key component of my master's thesis in writing instruction (Teaching the 'F' Word: Getting Form Without a Formula Using Procedural Facilitation) where the research I discovered confirmed what I saw in the classroom: revision is damn difficult!
It's a shame that the "nonengagement with feedback" study didn't have a control group where the feedback was delivered one-on-one in person. I suspect that their findings were predictable, given "automated computer-based feedback." It just reinforces to me the fact that education is not about delivering information; it's about human connection.
Also there's this to consider with regard to "those with lower general cognitive ability," a phrase they use not one but seven times in their write-up:
"Discussions of intelligence, pertaining to people or machines, are race science all the way down." -- Bender and Hanna, The AI Con: How to Fight Big Tech's Hype and Create the Future We Want (2025)
Thanks a lot for the great readings and valuable resources you share with us all. I find it quite helpful the fact of both sharing the papers and your comments explaining how they can impact in our classrooms.
I can't begin to tell you what a valuable service you are providing to teachers. Thank you! You write:
"Teachers might consider building in structured time and scaffolds to support revision, model how to use feedback, and explicitly teach students how to respond productively."
This was a key component of my master's thesis in writing instruction (Teaching the 'F' Word: Getting Form Without a Formula Using Procedural Facilitation) where the research I discovered confirmed what I saw in the classroom: revision is damn difficult!
It's a shame that the "nonengagement with feedback" study didn't have a control group where the feedback was delivered one-on-one in person. I suspect that their findings were predictable, given "automated computer-based feedback." It just reinforces to me the fact that education is not about delivering information; it's about human connection.
Also there's this to consider with regard to "those with lower general cognitive ability," a phrase they use not one but seven times in their write-up:
"Discussions of intelligence, pertaining to people or machines, are race science all the way down." -- Bender and Hanna, The AI Con: How to Fight Big Tech's Hype and Create the Future We Want (2025)
Thanks a lot for the great readings and valuable resources you share with us all. I find it quite helpful the fact of both sharing the papers and your comments explaining how they can impact in our classrooms.