Robin Dazzeo, an instructor in the College of Education (COE) Department of Special Education (SPED), won a lesson design competition held by the Journal of Technology-Integrated Lessons and Teaching (JTILT). A peer-reviewed, open-access journal, JTILT publishes technology-rich learning representations for PK–16+ professionals and is sponsored by the Teacher Education Division of the Association for Educational Communications and Technology (AECT).
“This award is particularly meaningful as it validates my commitment to bridging special education and learning technology in innovative ways,” Dazzeo said. “As a SPED instructor and LTEC doctoral student, I’m passionate about developing inclusive, technology-enhanced learning solutions to benefit all students, particularly in developing crucial skills like writing and self-assessment.”
Dazzeo, who is a dual-licensed secondary English Language Arts (ELA) and SPED teacher, is a second-year doctoral student in the Department of Learning Design and Technology (LTEC). She edited her winning lesson, titled AI-Enhanced Rubrics for Student Self-Assessment: A Learning Representation for Secondary Students, to expand beyond ELA into other content areas as writing happens across the curriculum.
“The recognition of this AI-enhanced rubric lesson plan highlights the growing importance of thoughtfully integrating emerging technologies into K–12 education,” Dazzeo added. “This award affirms that we’re moving in the right direction by creating practical, classroom-ready applications of AI that enhance rather than replace traditional teaching methods.”
Redesigned for ninth through 12th grade ELA students, Dazzeo’s lesson uses AI-enhanced rubrics and writing analysis tools to improve writing and self-assessment skills. Over a series of three 50-minute sessions, students explore AI-enhanced digital rubrics, use AI tools to analyze their writing, and apply AI-generated feedback to revise their work. The aim is to enhance current writing assignments and develop critical thinking skills and digital literacy.
“This acknowledgment motivates me to continue exploring the intersection of special education, learning technologies, and artificial intelligence while keeping student empowerment and self-directed learning at the forefront of my work,” Dazzeo concluded.
If you are interested in the AI-Enhanced Rubrics for Student Self-Assessment: A Learning Representation for Secondary Students lesson plan and/or accompanying eight digital handouts, please contact Robin Dazzeo at rdazzeo@hawaii.edu.