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Technological advances in computer vision and machine learning image and audio classification will continue to improve and evolve. Despite their prevalence, teachers feel ill-prepared to use these technologies to support their students’ learning. To address this, in-service middle school teachers participated in professional development, and middle school students participated in summer camp experiences that included the use of Google’s Teachable Machine, an easy-to-use interface for training machine learning classification models. An overview of Teachable Machine is provided. As well, lessons that highlight the use of Teachable Machine in middle school science are explained. Framed within Personal Construct Theory, an analysis of the impact of the professional development on middle school teachers’ perceptions (n = 17) of science lessons and activities is provided. Implications for future practice and future research are described. 

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. 

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. 

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. 

Artificial intelligence is a continually growing field that should be part of the educational process. Middle school teachers received two- to three-weeks of training across two states that emphasized image processing and machine learning using visual media. Personal Construct Theory (Kelly, 1955) was used to explore what changes in thinking occurred in relation to artificial intelligence. Dendrograms and descriptive statistics showed changes in thinking in relation to artificial intelligence. The dendrograms indicated shifts in constructs across the clusters.