Design of AI + Curriculum for Primary and Secondary Schools in Qingdao

Han, Xiao; Hu, Fang; Xiong, Gang; Liu, Xiwei; Gong, Xiaoyan; Niu, Xiaojie; Shi, Wanruo; Wang, Xinzhu

doi:10.1109/cac.2018.8623310

Cited by 14 publications

(11 citation statements)

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“…Obviously, this is a result of the infancy of these AI learning experiences at the K-12 level. However, it is important for learning experiences to be based on clearly defined competencies in a particular AI literacy framework, such as those proposed in the literature (Alexandre et al, 2021;Han et al, 2019;Long & Magerko, 2020;Malach & Vicherková, 2020;Micheuz, 2020;Ottenbreit-Leftwich et al, 2021;Touretzky et al, 2019a;Wong et al, 2020;Xiao & Song, 2021;Zhang et al, 2020). Recently, Van Brummelen et al (2021a) designed a curriculum for a five-day online workshop based on the specific AI competencies proposed by Long and Magerko (2020).…”

Section: Discussionmentioning

confidence: 99%

“…Research has focused on the understanding of the concepts, the functional roles of AI, and the development of problem-solving skills (Woo et al, 2020). This has led to proposing a redefinition of the curriculum (Han et al, 2019;Malach & Vicherková, 2020;Zhang et al, 2020) supported by different ideas that K-12 students should know (Chiu et al, 2021;Sabuncuoglu, 2020;Touretzky et al, 2019b). Several countries have already made different curricular proposals (Alexandre et al, 2021;Micheuz, 2020;Nisheva-Pavlova, 2021;Ottenbreit-Leftwich et al, 2021;Touretzky et al, 2019b;Xiao & Song, 2021), where they argue that the curricular design must include different elements such as content, product, process and praxis (Chiu, 2021).…”

Section: Ai Literacy Curriculum Designmentioning

confidence: 99%

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AI literacy in K-12: a systematic literature review

et al. 2023

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The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers.

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Section: Discussionmentioning

confidence: 99%

Section: Ai Literacy Curriculum Designmentioning

confidence: 99%

AI literacy in K-12: a systematic literature review

et al. 2023

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“…For example, Scratch, a block-based programming software, is frequently used in both primary (Dai et al, 2023;Li & Song, 2019;Shamir & Levin, 2021) and secondary schools (Estevez et al, 2019;Fernández-Martínez et al, 2021). Other software is used for visualizing and scaffolding abstract AI concepts through online games and experiences, such as Quick and Draw (Martins et al, 2023) and Music Box (Han et al, 2018). In primary schools, Kitten is used to teach block-based programming (Li & Song, 2019), whereas C++ and JavaScript are used for logical thinking and simulation (Gong et al, 2020).…”

Section: Software Devicesmentioning

confidence: 99%

Artificial intelligence (AI) learning tools in K-12 education: A scoping review

Yim,

2024

J. Comput. Educ.

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Artificial intelligence (AI) literacy is a global strategic objective in education. However, little is known about how AI should be taught. In this paper, 46 studies in academic conferences and journals are reviewed to investigate pedagogical strategies, learning tools, assessment methods in AI literacy education in K-12 contexts, and students’ learning outcomes. The investigation reveals that the promotion of AI literacy education has seen significant progress in the past two decades. This highlights that intelligent agents, including Google’s Teachable Machine, Learning ML, and Machine Learning for Kids, are age-appropriate tools for AI literacy education in K-12 contexts. Kindergarten students can benefit from learning tools such as PopBots, while software devices, such as Scratch and Python, which help to develop the computational thinking of AI algorithms, can be introduced to both primary and secondary schools. The research shows that project-based, human–computer collaborative learning and play- and game-based approaches, with constructivist methodologies, have been applied frequently in AI literacy education. Cognitive, affective, and behavioral learning outcomes, course satisfaction and soft skills acquisition have been reported. The paper informs educators of appropriate learning tools, pedagogical strategies, assessment methodologies in AI literacy education, and students’ learning outcomes. Research implications and future research directions within the K-12 context are also discussed.

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“…Esempi di articoli a supporto: Ali et al, 2021;Druga et al, 2019;Han et al, 2018;How & Hung, 2019;Lee et al, 2021;Strauß, 2021b Come dovrebbe essere usata l'IA e come è percepita dalle persone?…”

Section: Promuovere L'ai Literacy: Quali Competenze Considerare?unclassified

Artificial Intelligence Literacy, che cos’è e come promuoverla. Dall’analisi della letteratura ad una proposta di Framework.

Cuomo

Biagini

Ranieri

2022

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Il titolo di questo lavoro è suggerito dalla necessità di operare una riflessione critica sui temi relativi all’Intelligenza Artificiale (IA) e di introdurre una alfabetizzazione a questi temi (Artificial Intelligence Literacy - AI Literacy). Lo studio prevede una breve ricognizione storico-teorica sulla natura, sull’uso e la conoscenza dell’IA e si concentra sulla letteratura che dà rilievo al tema dell’“AI Literacy”, ovvero a quei percorsi formativi tesi a promuovere consapevolezza concettuale dei meccanismi che sottostanno alla IA ed alle loro implicazioni. Il lavoro si basa sull’esame di 35 articoli selezionati sull’argomento, pubblicati negli ultimi sei anni, evidenziando i criteri teorici con i quali viene definita l’AI Literacy, se ne prefigura la pratica e si arriva tramite una sintesi dei lavori ad un’idea di framework teorico. L’analisi dei lavori si concentra: 1) sui criteri di definizione dell’AI Literacy (“Come viene definito in letteratura il concetto di AI literacy?” 2) sulle competenze chiave (Quali sono le competenze chiave da sviluppare in un percorso educativo efficace di AI literacy?) Questa ricerca, facendo il punto sullo stato dello sviluppo dell’AI Literacy, contribuisce a documentare l’importanza riservata finora a questa tematica ed a gettare le basi per una futura definizione di un Framework delle competenze.

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Design of AI + Curriculum for Primary and Secondary Schools in Qingdao

Cited by 14 publications

References 0 publications

AI literacy in K-12: a systematic literature review

AI literacy in K-12: a systematic literature review

Artificial intelligence (AI) learning tools in K-12 education: A scoping review

Artificial Intelligence Literacy, che cos’è e come promuoverla. Dall’analisi della letteratura ad una proposta di Framework.

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