By Lisa Devall-Martin and Matthew Schonewille
The arrival of generative artificial intelligence (AI) parallels that of the Ford Model T in the early twentieth century. This model revolutionized transportation by making cars affordable and accessible. However, the infrastructure to support this transportation was lacking. The roads were rough, traffic laws were non-existent, and driving skills were undeveloped. Urban congestion, rural inaccessibility, and decades of trial and error were necessary to build the infrastructure—highways, traffic signals, and driver education—needed to fully realize the potential of motorized vehicles.
Generative AI presents similar realities. It holds incredible promise; however, society lacks the essential infrastructure to fully realize AI’s wholesome potential. Ethical guidelines, data privacy protection, regulatory frameworks, and grade curricula are required to reflect God’s justice, wisdom, and care for human dignity.
[E]mbedded courseware equips students and educators with structured ways to operate AI responsibly.
From a Christian perspective, embedded courseware has become a critical tool in stewarding this technology wisely. Similar to highways and driver education, which supported the safe adoption of automobiles, embedded courseware equips students and educators with structured ways to operate AI responsibly. By integrating digital tools, interactive content, and frameworks—such as Matthew Schonewille’s SPARK—discernment, critical thinking, and ethical use are nurtured, which aligns AI’s potential with a commitment to serve others in Christ-like humility, ensuring that technology serves as a tool for good rather than harm.
Say Goodbye to Textbooks: How AI Courseware Is Changing the Classroom
Imagine opening an e-textbook and finding not just text but also videos, simulations, quizzes, and even personalized tutoring powered by artificial intelligence.
Imagine opening an e-textbook and finding not just text but also videos, simulations, quizzes, and even personalized tutoring powered by artificial intelligence. This is what embedded courseware promises: a new way of learning that moves beyond the dusty pages of a static book. As Walter notes, “To equip both students and teachers to become apt in the use of AI for their academic purposes, a new ‘culture of AI’ seems in order” (8).
The embedded courseware provider TopHat supports the science-of-learning through peer-to-peer connections, data-informed interactions, and scaffolded assessments with immediate feedback (Leung). Research shows that low-stakes assessments, such as quizzes, promote retrieval practice, which strengthens memory and is more effective than passive methods such as re-reading (Roediger et al. 385). Retrieval practice improves long-term recall, understanding, and problem-solving, supporting Bloom’s taxonomy, especially in the stages of “remembering” and “understanding.” Low-stakes assessments encourage students to recall factual knowledge and reinforce their memory and accuracy. Integrated into classes or within readings, these tools promote engagement, critical thinking, and improved grades (Spencer et al. 210). Additionally, embedded courseware allows students to visualize complex concepts and deepen their grasp of content through dynamic multimodal tools. For example, an AI-powered tutor adapts to the student-user’s learning style, provides instant feedback, and even supports them individually using multiple languages. It is like having a personalized study buddy on demand. This collaborative, AI-enhanced, and nuanced approach, which is currently being used in a Christian university’s pre-service teacher education program, amplifies student engagement and accountability while building critical thinking skills and digital literacy.
[A]n AI-powered tutor adapts to the student-user’s learning style, provides instant feedback, and even supports them individually using multiple languages.
A New Teaching Travelling Partner
For teachers, AI handles repetitive tasks, such as grading or creating lesson plans, and frees up time to focus on teaching. In addition, these tools can be customized to meet diverse student needs, ensuring inclusivity for learners from all backgrounds. The result? A more equitable and efficient learning experience for everyone.
The result? A more equitable and efficient learning experience for everyone.
The students benefit in other ways as well. AI-enhanced courseware makes learning more engaging and affordable. Students are no longer spending hundreds of dollars on books that might only be used once. Instead, interactive content, such as simulations and gamified challenges, helps students enjoy the learning process while improving retention.
However, challenges such as data privacy concerns, AI dependency, and the need to protect sensitive student information do exist. Resistance to change is another hurdle, with some educators hesitating to adopt AI. Training, support, and a growth mindset are essential for embracing AI as a teaching partner.
Guardrails and the Role of Christian Teachers
A key question is how AI will affect Christian educators. AI cannot replace human connections that make education transformative. As Parker J. Palmer writes in The Courage to Teach, “Good teaching comes from the identity and integrity of the teacher” (7). Educators bring empathy, creativity, and moral discernment—qualities that AI cannot replicate. This reflects John’s gospel call to nurture and guide one another (15:12-13). Education is not just about gaining knowledge but also embodying Christ’s values and teachings and engaging discerningly with the use of all technologies.
Matthew Schonewille, Assistant Professor of Business at Redeemer University who specializes in the integration of AI into education, created the SPARK framework. This framework helps educators establish “guardrails” for using AI responsibly, ensuring it complements human expertise, while aligning with Christian values. Originally, this framework was designed independent of Christian principles, however, clear connections and parallels to biblical principles emerged. The Christian framework reflects the balance between human stewardship of technology and a commitment to being watchful of the anti-Christian creep into AI generated results. SPARK stands for the following.
This is an abridged version of this article. To read more, subscribe to the print or digital edition of Christian Educators Journal.
Works Cited
Leung, Kevin. “How Retrieval Practice Improves Learning: The Impact of Frequent Low-Stakes Assessments.” TopHat, tophat.com/wp-content/uploads/Summary-of-Foundational-Research.pdf. Accessed 30 January, 2025.
Palmer, Parker J. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. Jossey-Bass, 2017.
Roediger, Henry R., et al. “Test-Enhanced Learning in the Classroom: Long-Term Improvements from Quizzing.” Journal of Experimental Psychology: Applied, vol. 17, no. 4, 2011, pp. 382–95. pubmed.ncbi.nlm.nih.gov/22082095/.
Schonewille, Matthew. The Spark Framework: Future Proofing yourself with an AI Mindset. TWC, 2025.
———. ChatGPT for Educators: Crafting Authentic Assessments with ChatGPT. TWC, 2023.
Spencer, R., et al. “Exploring Top Hat’s Impact on Undergraduate Students’ Belongingness, Engagement, and Self-Confidence: A Mixed Methods Study.” Journal of Research on Technology in Education, vol. 52, no. 2, 2020, pp. 197–215. doi.org/10.1080/15391523.2020.1722977.
Walter, Yoshija. “Embracing the Future of Artificial Intelligence in the Classroom: The Relevance of AI Literacy, Prompt Engineering, and Critical Thinking in Modern Education.” International Journal of Educational Technology in Higher Education, vol. 21, no. 15, 2024, doi.org/10.1186/s41239-024-00448-3.
Lisa Devall-Martin serves as an assistant professor in the School of Education at Redeemer University and has over two decades of experience as an Ontario public school teacher and administrator. With a doctorate in Entrepreneurial Leadership in Education from Johns Hopkins University, she equips pre-service teachers to be effective, reflective, and Christ-centered professional educators. As president of Education-4-Change, she champions poverty alleviation through education for girls and youth in Ethiopia. Most importantly, Lisa is devoted to the vital power of curating a contemplative Christ-centred life amid the demands and distractions of professional living.
Matthew Schonewille, assistant professor in Redeemer University’s School of Business, integrates AI into education, bridging academia and technology. With research involving 30,000+ prompts and 5,000 conversations, he empowers educators globally, reflecting a commitment to modernize teaching for the digital age. Creator of Case-spiration, a newsletter on AI-driven case writing, he also consults organizations on AI strategies, while fostering innovation and creativity in education.