The rapid expansion of Artificial Intelligence (AI) necessitates educating all students
about AI. This, however, poses great challenges because most K-12 teachers have limited prior
knowledge or experience of teaching AI. This exploratory study reports the design of an online
professional development program aimed at preparing teachers for teaching AI in classrooms.
The program includes a book club where teachers read a book about AI and learned key
activities of an AI curriculum developed for middle schoolers, and a 2-week practicum where
teachers co-taught the curriculum in a summer camp. The participants were 17 teachers from
three school districts across the United States. Analysis of their surveys revealed an increase in
teachers’ content knowledge and self-efficacy in teaching AI. Teachers reported that the book
club taught them AI concepts and the practicum sharpened their teaching practices. Our findings
reveal valuable insights on teacher training for the AI education field.
more »
« less
AI Book Club: An Innovative Professional Development Model for AI Education
This paper describes an AI Book Club as an innovative 20-hour professional development (PD) model designed to prepare teachers with AI content knowledge and an understanding of the ethical issues posed by bias in AI that are foundational to developing AI-literate citizens. The design of the intervention was motivated by a desire to manage the cognitive load of AI learning by spreading the PD program over several weeks and a desire to form and maintain a community of teachers interested in AI education during the COVID-19 pandemic. Each week participants spent an hour independently reading selections from an AI book, reviewing AI activities, and viewing videos of other educators teaching the activities, then met online for 1 hour to discuss the materials and brainstorm how they might adapt the materials for their classrooms. The participants in the AI Book Club were 37 middle school educators from 3 US school districts and 5 youth-serving organizations. The teachers are from STEM disciplines as well as Social Studies and Art. Eighty-nine percent were from underrepresented groups in STEM and CS. In this paper we describe the design of the AI Book Club, its implementation, and preliminary findings on teachers' impressions of the AI Book Club as a form of PD, thoughts about teaching AI in classrooms, and interest in continuing the book club model in the upcoming year. We conclude with recommendations for others interested in implementing a book club PD format for AI learning.
more »
« less
- Award ID(s):
- 2048746
- NSF-PAR ID:
- 10399569
- Date Published:
- Journal Name:
- SIGCSE Technical Symposium 2022
- Volume:
- 54
- Issue:
- 3
- Page Range / eLocation ID:
- 202 to 208
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
In the face of the rising prevalence of artificial intelligence (AI) in daily life, there is a need to integrate lessons on AI literacy into K12 settings to equitably engage young adolescents in critical and ethical thinking about AI technologies. This exploratory study reports findings from a teacher professional development project designed to advance teacher AI literacy in preparation for teaching an AI curriculum in their inclusive middle school classrooms. Analysis compares the learning experiences of 30 participating teachers (including Computer Science, Science, Math, English, and Social Studies teachers). Results suggest Science teachers’ understanding of AI concepts, particularly logic structures, is on average higher than their non-Science teacher counterparts. Teacher interviews reveal several thematic differences in Science teachers’ learning from the AI PD as compared to their counterparts, namely learning from reflective discourse with diverse groups. Findings offer insights on the depth and quality of Science teacher AI literacy after participating in an AI teacher PD, with implications for future research in the integration of AI education into Science teachers’ inclusive K12 classrooms.more » « less
-
In the face of the rising prevalence of artificial intelligence (AI) in daily life, there is a need to integrate lessons on AI literacy into K12 settings to equitably engage young adolescents in critical and ethical thinking about AI technologies. This exploratory study reports findings from a teacher professional development project designed to advance teacher AI literacy in preparation for teaching an AI curriculum in their inclusive middle school classrooms. Analysis compares the learning experiences of 30 participating teachers (including Computer Science, Science, Math, English, and Social Studies teachers). Results suggest Science teachers’ understanding of AI concepts, particularly logic structures, is on average higher than their non-Science teacher counterparts. Teacher interviews reveal several thematic differences in Science teachers’ learning from the AI PD as compared to their counterparts, namely learning from reflective discourse with diverse groups. Findings offer insights on the depth and quality of Science teacher AI literacy after participating in an AI teacher PD, with implications for future research in the integration of AI education into Science teachers’ inclusive K12 classrooms.more » « less
-
null (Ed.)Stakeholders of engineering education have recognized the need for engineering instruction in K‐12 classrooms, especially at the high school level. However, lack of engineering-specific standards and varied conceptions of engineering teaching create challenges for high school teachers to teach engineering courses. This paper explores high school teachers’ conceptions of engineering teaching in the context of an engineering education professional development (PD) workshop. We use Social Cognitive Career Theory (SCCT) to examine participants’ conceptions during two focus groups conducted as part of the PD; particularly focusing on teachers’ goals, interests, challenges, and expected outcomes of teaching a high school level engineering course. Results highlight the need for social support for teachers to sustain engineering teaching.more » « less
-
more » « less
Abstract While much is known about the characteristics that researchers deem valuable for professional development (PD), teachers’ perceptions of their PD needs are less understood. In this study, we sought to explore teachers’ perceptions of their PD needs, including PD format, time frame, and topics covered, and how those perceptions varied by teachers’ district size, grade level, subject area, and years of experience. Participants included a statewide representative sample of 800 elementary and secondary STEM teachers with a wide range of teaching experience and from small to large school districts across Missouri. Each participant responded to the MO‐STEM PD Needs Assessment, a 61‐item Likert scale survey. We found teachers to be most interested in learning about real‐world issues and problem‐based learning to teach STEM content. Teachers’ participation in PD positively correlated with district size and the manner in which PD is valued in their community of practice, while years of teaching experience was negatively correlated with interest in virtually all categories of the survey, including formats of PD delivery and the majority of PD topics. We conclude with a discussion of the ways in which teachers’ expressed preferences for PD ran contrary to what the literature suggests as best practices for PD.
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3478431.3499318
