R.E.A.L. AI: Reflective, Ethical, and Authentic Learning with Artificial Intelligence in HBCU Teacher Education
Location
Preston 1
Session Format
Presentation
Abstract
Developed from research within HBCU education programs, this work explores Reflective, Ethical, and Authentic Learning (R.E.A.L.) with Artificial Intelligence as a transformative framework for teacher education. Grounded in culturally responsive pedagogy and practitioner inquiry, this work examines how generative AI tools—such as ChatGPT and Gemini—can enhance curriculum design, instruction, and assessment when implemented with intentionality and ethical discernment. Researchers engaged with research-based strategies and developmentally appropriate approaches that position educators as reflective practitioners and ethical innovators in AI-integrated classrooms. Drawing from case studies, digital toolkits, and collaborative exemplars, this work highlights how HBCU teacher preparation programs cultivate future educators who merge human-centered values with technological fluency. Ultimately, R.E.A.L. AI affirms that equitable and meaningful innovation in education emerges when artificial intelligence is used not to replace teachers, but to empower authentic, culturally sustaining, and socially just learning experiences.
Keywords
Reflective pedagogy, ethical AI integration, culturally responsive teaching, HBCU teacher education, authentic learning experiences
Professional Bio
Valerie Bennett received a B.E. Degree in Mechanical Engineering from Vanderbilt University, a PhD in Mechanical Engineering from the Georgia Institute of Technology, and an EdD in Higher Educational Leadership from Clark Atlanta University. She is an Assistant Professor at CAU and is the Program Director of Graduate Teacher Education and Director of Educational Technology and Innovation. As an authority on STEM Equity and Curriculum and Program Design, she has led teams to exceed school and state standards by providing Professional Development & Training on STEM Integration and culturally relevant pedagogical practices. Among her accolades, she was selected as a Smithsonian Science Mentor, UNCF Faculty Fellow, and was recognized by the White House Initiative as an HBCU Scholar. She has presented at conferences including the Computer Science Teachers Association, the Educational Justice Conference, Georgia Educational Technology Conference, and the W.E.B. Du Bois Data Science Symposium. She is co-author of the blog “Chalkboards to AI” for the National Science Teacher Association and she was also invited by Google to provide talks and insights to Educators on Generative AI and its responsible utilization in the classroom. Her innovative applications for using robotics, coding, drones, design thinking, and artificial intelligence contribute to her research in STEM equity.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Bennett, Valerie; Ellis, Valeisha; and Ballenger, Horace, "R.E.A.L. AI: Reflective, Ethical, and Authentic Learning with Artificial Intelligence in HBCU Teacher Education" (2026). Georgia Educational Research Association Conference. 76.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/76
R.E.A.L. AI: Reflective, Ethical, and Authentic Learning with Artificial Intelligence in HBCU Teacher Education
Preston 1
Developed from research within HBCU education programs, this work explores Reflective, Ethical, and Authentic Learning (R.E.A.L.) with Artificial Intelligence as a transformative framework for teacher education. Grounded in culturally responsive pedagogy and practitioner inquiry, this work examines how generative AI tools—such as ChatGPT and Gemini—can enhance curriculum design, instruction, and assessment when implemented with intentionality and ethical discernment. Researchers engaged with research-based strategies and developmentally appropriate approaches that position educators as reflective practitioners and ethical innovators in AI-integrated classrooms. Drawing from case studies, digital toolkits, and collaborative exemplars, this work highlights how HBCU teacher preparation programs cultivate future educators who merge human-centered values with technological fluency. Ultimately, R.E.A.L. AI affirms that equitable and meaningful innovation in education emerges when artificial intelligence is used not to replace teachers, but to empower authentic, culturally sustaining, and socially just learning experiences.
