Science Education in Palestine

Itmazi, Jamil; Khlaif, Zuheir N.

doi:10.1007/978-981-16-6955-2_9

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…Teachers are key players for the integration of AI literacy in K-12, as proven by the numerous studies that examine this issue (An et al, 2022;Bai & Yang, 2019;Chiu & Chai, 2020;Chiu et al, 2021;Chounta et al, 2021;Judd, 2020;Kandlhofer et al, 2019Kim et al, 2021;Korenova, 2016;Lin et al, 2022;Lindner & Berges, 2020;Oh, 2020;Summers et al, 1995;Wei et al, 2020;Wu et al, 2020;Xia & Zheng, 2020). This approach places teachers at the center, bearing in mind what they need to know so as to integrate AI into K-12 (Itmazi & Khlaif, 2022;Kim et al, 2021). The literature analyzed reports on the factors that influence the knowledge of novice teachers (Wei, 2021) and focuses on teacher training in AI (Lindner & Berges, 2020;Olari & Romeike, 2021).…”

Section: Teacher Training In Aimentioning

confidence: 99%

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: Teacher Training In Aimentioning

confidence: 99%

AI literacy in K-12: a systematic literature review

et al. 2023

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“…A fair number of studies in the literature point out that teachers have a compelling place in the development of artificial intelligence literacy and hence students' competence in this field (Bai & Yang, 2019;Lin et al, 2022;Xia & Zheng, 2020). Teachers themselves have to master artificial intelligence applications and transfer this knowledge to students at the K-12 level (Itmazi & Khlaif, 2022). Teachers who cannot keep up with the requirements of the technology age we live in will experience difficulties in gaining an understanding of artificial intelligence as these practices are no longer a matter of choice, they have already become an indispensable part of our lives.…”

Section: Ai Studies On Teacher Trainingmentioning

confidence: 99%

A New Chapter is Being Written About Writing Instruction: Instructional Leadership at K-12 Levels in The Age of Artificial Intelligence (AI)

Ayyıldız,

Yılmaz

2023

EPASR

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In this study, in which artificial intelligence applications are examined at the K-12 level, the discussions are multi-dimensional. The use of artificial intelligence applications at the K-12 level, and especially the integrated use of online writing tools into the writing lessons, has led to the occurrence of plagiarism from time to time. In the first place, the fact that artificial intelligence applications create the feeling of being able to think like a human causes student to fully trust this software. What is more, when the subject is approached in terms of educational leadership, teachers' transfer of experience and high level of interaction during teaching and learning decreases. Because artificial intelligence applications individualize the education process and allow students to work more independently from the teacher and from peers. That being said, there are some points that are worth noting here. AI applications should be used as a tool, not an end because when these applications are utilized accountability cannot always be attained. The number of teachers who are already competent in informing and supervising students against malpractices is not sufficient. The fact that teachers are not fully competent in this respect poses a danger to the control and safety of the process. In order for artificial intelligence applications to be exercised effectively at the K-12 level, some software languages and coding skills must be acquired. Lastly, important steps need to be taken towards the future of artificial intelligence applications. Each country should include them in their education systems through their curricula from an early age along with AI applications. In this direction, teacher training programs should also be reviewed. It is of crucial importance to raise the awareness of the society on artificial intelligence, and about ethical rules and morality.

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Science Education in Palestine

Cited by 2 publications

References 4 publications

AI literacy in K-12: a systematic literature review

AI literacy in K-12: a systematic literature review

A New Chapter is Being Written About Writing Instruction: Instructional Leadership at K-12 Levels in The Age of Artificial Intelligence (AI)

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