For decades, the use of computer vision as a component of STEM learning has been encouraged at all levels of education—from K-12 to the university levels . A program was developed to support in-service teachers’ development of computer vision. Professional development was provided to middle school teachers while middle school students also attended a summer camp on computer vision. Our research question was: After in-service teachers engaged in artificial intelligence professional development emphasizing computer vision, how did their perceptions of computer vision change? Personal Construct Theory (Kelly, 1955) was used as our methodology. Pairwise comparisons yielded constructs administered in the form of repertory grids. Hierarchical cluster analysis was performed and clusters were identified. Results showed that in-service teachers’ perspectives of computer vision changed after engaging in computer vision-based professional development.
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Middle School Teachers’ Perceptions of Computer Vision
For decades, the use of computer vision as a component of STEM learning has been encouraged at all levels of education—from K-12 to the university levels. A program was developed to support in-service teachers’ development of computer vision. Professional development was provided to middle school teachers while middle school students also attended a summer camp on computer vision. Our research question was: After in-service teachers engaged in artificial intelligence professional development emphasizing computer vision, how did their perceptions of computer vision change? Personal Construct Theory (Kelly, 1955) was used as our methodology. Pairwise comparisons yielded constructs administered in the form of repertory grids. Hierarchical cluster analysis was performed and clusters were identified. Results showed that in-service teachers’ perspectives of computer vision changed after engaging in computer vision-based professional development.
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- Award ID(s):
- 1949384
- NSF-PAR ID:
- 10430119
- Editor(s):
- Langran, E.
- Date Published:
- Journal Name:
- Society for Information Technology & Teacher Education International Conference
- Page Range / eLocation ID:
- 2283-2288
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Langran, E ; Rutledge, D (Ed.)As part of a professional development experience, inservice teachers were provided with lessons and activities emphasizing computer vision. Lessons focused on image processing, machine learning for visual data, and applications in robotics and visual media. Personal Construct Theory (Kelly, 1955) was used to answer the following research question: After middle school teachers engaged in professional development emphasizing computer vision, what changes in thinking occurred in relation to computer vision? Results showed changes in thinking in the form of a more refined understanding of computer vision and its role in STEM education.more » « less
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Artificial intelligence is impacting society on a very large scale and should be included in K-12 educational content in some capacity to provide meaningful STEM experiences. Computer vision (a field of research that heavily leverages artificial intelligence) was emphasized in professional development for in-service teachers. The teachers received two to three weeks of training across two states (Arizona and Georgia) that emphasized image processing, computer vision, and machine learning using visual media. Personal Construct Theory (Kelly, 1955) was used to map changes in thinking using hierarchical cluster analysis. The research question was: How did in-service teachers’ thinking regarding artificial intelligence change after partaking in remote professional development emphasizing computer vision? Dendrograms and descriptive statistics showed changes in thinking for in-service teachers in relation to artificial intelligence. There were four clusters in both the pre- and post-professional development dendrograms, but constructs shifted within clusters. Implications for practice and research are discussed.more » « less
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