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This article examines the ways secondary computer science and English Language Arts teachers in urban, suburban, and semi-rural schools adapted a project-based AI ethics curriculum to make it better fit their local contexts. AI ethics is an urgent topic with tangible consequences for youths’ current and future lives, but one that is rarely taught in schools. Few teachers have formal training in this area as it is an emerging field even at the university level. Exploring AI ethics involves examining biases related to race, gender, and social class, a challenging task for all teachers, and an unfamiliar one for most computer science teachers. It also requires teaching technical content which falls outside the comfort zone of most humanities teachers. Although none of our partner teachers had previously taught an AI ethics project, this study demonstrates that their expertise and experience in other domains played an essential role in providing high quality instruction. Teachers designed and redesigned tasks and incorporated texts and apps to ensure the AI ethics project would adhere to district and department level requirements; they led equity-focused inquiry in a way that both protected vulnerable students and accounted for local cultures and politics; and they adjusted technical content and developed hands-on computer science experiences to better challenge and engage their students. We use Mishra and Kohler’s TPACK framework to highlight the ways teachers leveraged their own expertise in some areas, while relying on materials and support from our research team in others, to create stronger learning experiences.

 

Artificial intelligence (AI) tools and technologies are increasingly prevalent in society. Many teens interact with AI devices on a daily basis but often have a limited understanding of how AI works, as well as how it impacts society more broadly. It is critical to develop youths’ understanding of AI, cultivate ethical awareness, and support diverse youth in pursuing computer science to help ensure future development of more equitable AI technologies. Here, we share our experiences developing and remotely facilitating an interdisciplinary AI ethics program for secondary students designed to increase teens’ awareness and understanding of AI and its societal impacts. Students discussed stories with embedded ethical dilemmas, engaged with AI media and simulations, and created digital products to express their stance on an AI ethics issue. Across four iterations in formal and informal settings, we found students to be engaged in AI stories and invested in learning about AI and its societal impacts. Short stories were effective in raising awareness, focusing discussion and supporting students in developing a more nuanced understanding of AI ethics issues, such as fairness, bias and privacy.