AI Literacy in K-16 Classrooms
Springer International Publishing (Verlag)
978-3-031-18879-4 (ISBN)
Artificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term "AI literacy" and investigate how toteach and learn AI in K-16 education settings.
This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries' contexts. Part I, "Conceptualizing AI literacy", provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, "K-16 AI literacy education" to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16educators how to design their AI instruction at each education level. After that, part III "AI literacy for instructional designers" explores how instructional designers (i.e., AI developers and teachers) prepare themselves to become ready to design developmentally appropriate tools, platforms, services and curricula to empower students with AI literacy skills.
Dr Samuel Chu is an Associate Professor (Division of Information & Technology Studies) and the Deputy Director (Centre for Information Technology in Education) in the Faculty of Education, The University of Hong Kong. His research interests lie in the areas of 21st century skills, social media in education, collaborative inquiry project-based learning, digital literacies, school and academic librarianship and knowledge management and intellectual capital. He has published over 150 articles and books including key journals in the area of IT in education (e.g., Computers & Education, Journal of Educational Technology & Society), information and library science (e.g., Journal of the American Society for Information Science and Technology, Library & Information Science Research), school librarianship (e.g., School Library Media Research, School Libraries Worldwide), academic librarianship (e.g., Journal of Academic Librarianship) and knowledge management (e.g., Journal of Intellectual Capital). Dr Chu is the Associate Editor (Asia) for Online Information Review: The International Journal of Digital Information Research and Use. He is also the Asia Regional Editor for Journal of Information & Knowledge Management and an Editorial Board Member for School Libraries Worldwide. He holds many research grants including two Quality Education Fund awards totaling HK$5.83 million (USD$747,435), and is a recipient of his Faculty's Outstanding Researcher Award. Mr. Davy Ng is the IT Panel Convener at local secondary school in Hong Kong and a PhD candidate in the Faculty of Education, the University of Hong Kong. He holds a MEd Educational Psychology, BS Computer Science and Postgraduate in IT Education from the Chinese University of Hong Kong (CUHK). His research interests lie in the areas of AI literacy, STEM Education and technology-enhanced pedagogic innovation. It is informed by recent research on defining AI literacy, online learning, motivational practices to learn STEM via flight simulators. He is active in serving the community and serves as PIs in various projects, including JC Youth Project - FlipMusic.HK, "AI-for-all" at HKU to foster AI literacy among secondary students, and supporting non-Chinese children to learn bilingually. He has been a Chief Technology Officer in A22 Ed4All, Committee Member of HK FlippEducators, HK Tertiary Putonghua Recitation Society, HK Air Cadet Corps (CUHK) and a Mathematics education research group at the Education University of Hong Kong. Dr. Jac Ka Lok Leung received the B.Eng. degree in mechanical engineering from Hong Kong Polytechnic University, Hong Kong, in 2008, the M.Sc. degree in environmental engineering from the Hong Kong University of Science and Technology (HKUST), Hong Kong, in 2012, and the Ed.D. (Doctor) degree in education from The University of Hong Kong, Hong Kong, in 2021. He is an Education Development Manager with the Center for Education Innovation, HKUST. He has eight years of combined teaching, training, and research expertise as an instructor in first-year engineering courses and a professional skills trainer in mentorship and student-led programs. His research interests include fostering first-year engineering students’ learning motivations, measurement and assessment of active learning courses, and promoting the maker culture in engineering. Ms. Shen Qiao is currently pursuing the Ph.D. degree with the Faculty of Education, The University of Hong Kong, Hong Kong. Her research interests include technology-supported literacy instructions, gamification, and game-based learning.
Preface.- Chapter 1: Introduction.- Part One: AI literacy education on the whole.- Chapter 2: Why should students become AI literate?.- Chapter 3: Literature review.- Part Two: AI literacy education from K-12 to higher education.- Chapter 4: AI literacy education in kindergartens.- Chapter 5: AI literacy education in primary schools.- Chapter 6: AI literacy education in secondary schools.- Chapter 7: AI literacy education in non-Computer Science university.- Part Three: AI literacy in society.- Chapter 8: AI literacy for AI developers, workforce and adult learners.- Chapter 9: Professional Development for Teachers.- Chapter 10: Summary and Conclusions.
| Erscheinungsdatum | 09.12.2022 |
|---|---|
| Zusatzinfo | XIII, 150 p. 11 illus., 5 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 403 g |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Informatik ► Theorie / Studium ► Künstliche Intelligenz / Robotik | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Schlagworte | 21st century skills • AI ethics • AI literacy • Artificial Intelligence • Curriculum • learning artefacts |
| ISBN-10 | 3-031-18879-9 / 3031188799 |
| ISBN-13 | 978-3-031-18879-4 / 9783031188794 |
| Zustand | Neuware |
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