AI Literacy in K-12: A Systematic Literature Review

Autor/inn/en	Casal-Otero, Lorena; Catala, Alejandro; Fernández-Morante, Carmen; Taboada, Maria; Cebreiro, Beatriz; Barro, Senén
Titel	AI Literacy in K-12: A Systematic Literature Review
Quelle	In: International Journal of STEM Education, 10 (2023), Artikel 29 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casal-Otero, Lorena) ORCID (Catala, Alejandro) ORCID (Fernández-Morante, Carmen) ORCID (Taboada, Maria) ORCID (Cebreiro, Beatriz) ORCID (Barro, Senén)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40594-023-00418-7
Schlagwörter	Elementary Secondary Education; Artificial Intelligence; Multiple Literacies; Integrated Curriculum; Educational Theories; Learning Experience; Instructional Design; Teaching Models; Educational Research + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Educational theory; Theory of education; Bildungstheorie; Lernerfahrung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmodell; Bildungsforschung; Pädagogische Forschung
Abstract	The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01