The Landscape of AI Literacy

Ng, Davy Tsz Kit; Leung, Jac Ka Lok; Su, Maggie Jiahong; Yim, Iris Heung Yue; Qiao, Maggie Shen; Chu, Samuel Kai Wah

doi:10.1007/978-3-031-18880-0_4

Cited by 2 publications

(3 citation statements)

References 63 publications

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“…There is a broad consensus that teacher education is an important factor influencing student achievement which could lead to higher social and economic expectations (OECD, 2005 ). Instructional and theoretical frameworks are useful to set as a reference for teachers to identify necessary AI competencies to facilitate their teaching (Chiu, 2021 ; Ng et al, 2022a ).…”

Section: Opportunities and Challenges Brought By The Pandemicmentioning

confidence: 99%

“…The P21’s framework for twenty-first century learning is famous for educators and business leaders to illustrate the knowledge and skills that they need to succeed in working, learning and living (National Research Council, 2012 ; Ng et al, 2022a ). The framework is useful for teachers to establish effective learning standards and assessments, curriculum and instruction, professional development and learning environments.…”

Section: Educational Framework For Educatorsmentioning

confidence: 99%

“…In this way, teachers have increased accessibility to empower their students to express knowledge in multi/interdisciplinary themes and subjects such as music (Miranda, 2021 ) and language learning (Liang et al, 2021 ). In higher education, universities across the globe have started to design AI learning programmes for students from diverse educational backgrounds (e.g., radiology, architecture majors) to develop their foundational AI knowledge, and equip themselves with skills and mindset to solve authentic problems using AI applications (Kong et al, 2021 ; Ng et al, 2022a , 2022b , 2022c , 2022d ). Some courses focus on algorithms and programming for science and engineering students who need to learn underlying computer science concepts behind AI technologies (Long & Magerko, 2020 ).…”

Section: Educational Framework For Educatorsmentioning

confidence: 99%

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Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Leung

et al. 2023

Education Tech Research Dev

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166

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The pandemic has catalyzed a significant shift to online/blended teaching and learning where teachers apply emerging technologies to enhance their students’ learning outcomes. Artificial intelligence (AI) technology has gained its popularity in online learning environments during the pandemic to assist students’ learning. However, many of these AI tools are new to teachers. They may not have rich technical knowledge to use AI educational applications to facilitate their teaching, not to mention developing students’ AI digital capabilities. As such, there is a growing need for teachers to equip themselves with adequate digital competencies so as to use and teach AI in their teaching environments. There are few existing frameworks informing teachers of necessary AI competencies. This study first explores the opportunities and challenges of employing AI systems and how they can enhance teaching, learning and assessment. Then, aligning with generic digital competency frameworks, the DigCompEdu framework and P21’s framework for twenty-first century learning were adapted and revised to accommodate AI technologies. Recommendations are proposed to support educators and researchers to promote AI education in their classrooms and academia.

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Section: Opportunities and Challenges Brought By The Pandemicmentioning

confidence: 99%

Section: Educational Framework For Educatorsmentioning

confidence: 99%

Section: Educational Framework For Educatorsmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Leung

et al. 2023

Education Tech Research Dev

Self Cite

166

View full text Add to dashboard Cite

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Young children’s understanding of AI

Heeg,

Avraamidou

2024

Educ Inf Technol

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AI has become integral to daily life. Teaching, learning, and research are no exception. However, most studies on education have approached AI as a technology and focused mostly on learning outcomes rather than understanding student engagement and sense-making of AI as a socio-cultural tool with impact on their daily lives. To address this gap in the knowledge base, we performed a qualitative case study to explore young children’s conceptualization of AI not only as a technology but also as a tool utilised in their everyday lives. We collected data through semi-structured group interviews with eighteen children aged 11 to 12 and thematically analyzed the data through a combination of deductive and inductive coding techniques. The findings suggest that: a) children’s conceptualizations of AI as a technology are grounded in their personal experiences; b) children have a socio-cultural approach to AI in which they experience and understand AI as first and foremost a supportive tool; and, c) children exhibit a high level of engagement with ethics of AI, showing a keen interest in the socio-cultural implications, particularly about AI applications with which they are familiar. Based on these findings and grounded within existing literature, we offer a set of recommendations for the design of engaging and personally relevant AI education curriculum materials for young children with critical AI literacy at the forefront.

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The Landscape of AI Literacy

Cited by 2 publications

References 63 publications

Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Young children’s understanding of AI

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