Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings

Vazhayil, Anu; Sajja, Radhika; Bhavani, Rao R.; Akshay, Nagarajan

doi:10.1109/t4e.2019.00021

Cited by 68 publications

(42 citation statements)

References 18 publications

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“…The curriculum content of these three regions (i.e., Korea, the United States, and the European Union) included fundamental concepts and applications of AI (e.g., machine learning and neural network). In India, the Central Board of Secondary Education (CBSE) introduced an AI curriculum as an elective subject that included the concept of AI and its ethics for Grade 9 students in 2019 [10], followed by focusing on teacher training to sustain AI education in schools [11]. This curriculum is supported by the Microsoft K12 education transformation framework.…”

Section: A Ai Education In K-12 Schoolsmentioning

confidence: 99%

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

et al. 2022

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Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students' perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education.Background: AI4Future is a cross-sector project that engages five major partners-CUHK's Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum.Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum?Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre-and postquestionnaires and qualitative data emphasizes teachers' perspectives on the co-creation process. Paired t-tests and ANCOVAs, and thematic analysis were used to analyze the data.Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the cocreation process enhanced teachers' knowledge in AI, as well as fostered teachers' autonomy in bringing the subject matter into their classrooms.

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Section: A Ai Education In K-12 Schoolsmentioning

confidence: 99%

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

et al. 2022

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“…Three out of 18 articles borrowed the ideas of computational thinking to interplay AI literacy and AI thinking (see Appendix 1). AI thinking refers to the construction of logic and algorithms in order to support students' understanding of how to use knowledge bases for problem-solving, processing semantics and handling unstructured data (Vazhayil et al, 2019). For example, How and Hung (2019) leveraged AI thinking through conducting data analytics with computing and interpreted new findings from the machine-learned discovery of hidden patterns in data.…”

Section: Table 1 Coding Framework Of Ai Literacymentioning

confidence: 99%

AI Literacy: Definition, Teaching, Evaluation and Ethical Issues

Leung

Chu

et al. 2021

Proceedings of the Association for Information Science and Tech

132

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Artificial Intelligence (AI) is at the top of the agenda for education leaders today in educating the next generation across the globe. However, public understanding of AI technologies and how to define AI literacy is under-explored. This vision poses upcoming challenges for our next generation to learn about AI. On this note, an exploratory review was conducted to conceptualize the newly emerging concept "AI literacy", in search for a sound theoretical foundation to define, teach and evaluate AI literacy. Grounded in literature on 18 existing peer-reviewed articles, this review proposed four aspects (i.e, know and understand, use, evaluate, and ethical issues) for fostering AI literacy based on the adaptation of classic literacies. This study sheds light on the consolidated definition, teaching, and ethical concerns on AI literacy, establishing the groundwork for future research such as competency development and assessment criteria on AI literacy.

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“…The article by Vazhayil et al [29] focuses on training teachers to introduce AI in schools by exploring the efforts highlighted in the implementation of the AI program in schools through teacher training programs in India. The perspectives of teachers at the beginning and end of training were observed, and the challenges reported by teachers regarding influencing factors such as gaps in political communication, infrastructure, pedagogy, content provision, and cultural influence in the context of Indian schools were examined.…”

Section: Answer Study Questionsmentioning

confidence: 99%

The Role of Artificial Intelligence in Teacher Professional Development

al-Zyoud¹

2020

ujer

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Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings

Cited by 68 publications

References 18 publications

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

Creation and Evaluation of a Pretertiary Artificial Intelligence (AI) Curriculum

AI Literacy: Definition, Teaching, Evaluation and Ethical Issues

The Role of Artificial Intelligence in Teacher Professional Development

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