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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.
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Building Capacity for K-12 AI Education: A Non-Computer Science Teacher’s Experience
This case study explores the experiences of a non-computer science educator participating in a professional development program designed to support AI teaching in rural middle schools. Using Cultural-Historical Activity Theory and expansive learning as analytical lenses, the research examines how the educator leveraged supportive elements within her environment to overcome challenges, gradually building confidence while adopting new teaching practices. Findings underscore the need for tailored professional development, ongoing support, and progressive teacher learning for effective AI education. This study contributes to understanding how non-computer science educators can be supported in bringing AI learning experiences to their students, thereby making AI education more accessible.
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- Award ID(s):
- 2148680
- PAR ID:
- 10679490
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 1560 to 1564
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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
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- Free Publicly Accessible Full Text
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Accepted Manuscript
- Conference Paper:
- https://doi.org/10.22318/icls2025.896881
