The emergence of increasingly powerful AI technologies calls for the design and development of K-12 AI literacy curricula that can support students who will be entering a profoundly changed labor market. However, developing, implementing, and scaling AI literacy curricula poses significant challenges. It will be essential to develop a robust, evidence-based AI education research foundation that can inform AI literacy curriculum development. Unlike K-12 science and mathematics education, there is not currently a research foundation for K-12 AI education. In this article we provide a component-based definition of AI literacy, present the need for implementing AI literacy education across all grade bands, and argue for the creation of research programs across four areas of AI education: (1) K-12 AI Learning & Technology; (2) K-12 AI Education Integration into STEM, Language Arts, and Social Science Education; (3) K-12 AI Professional Development for Teachers and Administrators; and (4) K-12 AI Assessment.
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Principles for AI Education for Elementary Grades Students
AI is beginning to transform every aspect of society. With the dramatic increases in AI, K-12 students need to be prepared to understand AI. To succeed as the workers, creators, and innovators of the future, students must be introduced to core concepts of AI as early as elementary school. However, building a curriculum that introduces AI content to K-12 students present significant challenges, such as connecting to prior knowledge, and developing curricula that are meaningful for students and possible for teachers to teach. To lay the groundwork for elementary AI education, we conducted a qualitative study into the design of AI curricular approaches with elementary teachers and students. Interviews with elementary teachers and students suggests four design principles for creating an effective elementary AI curriculum to promote uptake by teachers. This example will present the co-designed curriculum with teachers (PRIMARYAI) and describe how these four elements were incorporated into real-world problem-based learning scenarios.
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- PAR ID:
- 10352385
- Date Published:
- Journal Name:
- 27th ACM Conference on Innovation and Technology in Computer Science Education
- Volume:
- 2
- Page Range / eLocation ID:
- 627 to 627
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3502717.3532143
