Instructional feedback plays a crucial role in influencing learning outcomes. However, providing feedback through traditional approaches presents significant challenges, often requiring considerable time and effort from teachers in K-12 schools. Computational linguistic tools, such as T-MITOCAR (Text-Model Inspection Trace of Concepts and Relations), can enable teachers to efficiently conduct knowledge assessments, create knowledge maps, and provide feedback. The knowledge maps created using T-MITOCAR act as knowledge artifacts to foster meaningful learning by supporting knowledge visualization, ushering opportunities for feedback, possibilities for comparison between knowledge structures, and learners’ engagement through teacher-student and peer interactions. It can also guide teachers’ instructional decisions and interventions. This chapter introduces a theoretical model that explains teachers’ utilization of technology-enabled knowledge artifacts to provide model-based feedback to promote learning. The model additionally posits the role of teachers’ ownership in instrumentalizing technological tools to harness pedagogical benefits.