Lessons Learned for AI Education with Elementary Students and Teachers

Autor/inn/en	Ottenbreit-Leftwich, Anne; Glazewski, Krista; Jeon, Minji; Jantaraweragul, Katie; Hmelo-Silver, Cindy E.; Scribner, Adam; Lee, Seung; Mott, Bradford; Lester, James
Titel	Lessons Learned for AI Education with Elementary Students and Teachers
Quelle	In: International Journal of Artificial Intelligence in Education, 33 (2023) 2, S.267-289 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ottenbreit-Leftwich, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1560-4292
DOI	10.1007/s40593-022-00304-3
Schlagwörter	Elementary School Students; Grade 4; Grade 5; Artificial Intelligence; Curriculum Development; Fundamental Concepts; Elementary School Curriculum; Ethics; Curriculum Design + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Künstliche Intelligenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Grundlagenplan; Konzept; Ethik; Lehrplangestaltung
Abstract	With accelerating advances in artificial intelligence, it is clear that introducing K-12 students to AI is essential for preparation to interact with and potentially develop AI technologies. To succeed as the workers, creators, and innovators of the future, we argue students should encounter core concepts of AI as early as elementary school. However, building a curriculum that introduces AI content to K-12 students presents significant challenges, such as connecting to prior knowledge, developing curricula that are meaningful for students, and creating content that teachers feel confident to teach. To lay the groundwork for elementary AI education, we investigated the everyday experiences and ideas of students in grades 4 and 5 (ages 9 to 11) about AI to inform possible entry points for learning. This yielded themes around student conceptions, examples, and ethics of AI. For each theme, we juxtapose the student ideas with the teachers' reflections on those ideas as frames of reference to consider in co-designing curricular approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01