Cognitive Apprenticeship as a Framework for Horizon Technologies in Education: Supporting Collaboration in AI Enhanced Digital Learning Spaces
Faculty Department
Education
Presentation Type
Powerpoint
Location
Larini Room
Start Date
25-2-2026 1:55 PM
End Date
25-2-2026 2:15 PM
Description (Abstract)
Educators are increasingly expected to integrate generative AI and other horizon technologies into teaching and learning, yet the field lacks shared pedagogical models that translate tool adoption into how students learn through guided practice, feedback, and growing independence. This presentation positions the Cognitive Apprenticeship Model as a principled framework for AI enhanced instruction, emphasizing the deliberate orchestration of modeling, coaching, scaffolding, articulation, reflection, and exploration to support disciplinary reasoning, collaboration, and responsible technology use. The session illustrates how cognitive apprenticeship can guide lesson and assessment design when AI systems mediate inquiry, writing, problem solving, and feedback, and how these principles can be translated into educator facing professional learning resources and a concise implementation guide to support consistent classroom enactment. The presentation concludes with implications for teaching practice, research on learning in technology rich contexts, and faculty mentoring around instructional innovation.
Related Pillar(s)
Study
Cognitive Apprenticeship as a Framework for Horizon Technologies in Education: Supporting Collaboration in AI Enhanced Digital Learning Spaces
Larini Room
Educators are increasingly expected to integrate generative AI and other horizon technologies into teaching and learning, yet the field lacks shared pedagogical models that translate tool adoption into how students learn through guided practice, feedback, and growing independence. This presentation positions the Cognitive Apprenticeship Model as a principled framework for AI enhanced instruction, emphasizing the deliberate orchestration of modeling, coaching, scaffolding, articulation, reflection, and exploration to support disciplinary reasoning, collaboration, and responsible technology use. The session illustrates how cognitive apprenticeship can guide lesson and assessment design when AI systems mediate inquiry, writing, problem solving, and feedback, and how these principles can be translated into educator facing professional learning resources and a concise implementation guide to support consistent classroom enactment. The presentation concludes with implications for teaching practice, research on learning in technology rich contexts, and faculty mentoring around instructional innovation.
