Objective: To explore teachers' views on key considerations for preparing, implementing, and refining formal AI curriculum for K-12 schools, using self-determination theory and curriculum planning approaches as theoretical frameworks.
Methods: Semi-structured interviews were conducted with 24 teachers (12 with AI teaching experience and 12 without), and thematic analysis was used to analyze the interview data.
Key Findings:
- Teachers need multiple forms of professional development and multilevel engagement for successful AI curriculum implementation
- Curriculum design should integrate content/product approaches with process/praxis approaches
- School leadership support and resource allocation are crucial for successful implementation
- Teachers emphasize the importance of using local examples and addressing students' negative perceptions of AI
- A modular, revisable curriculum approach is recommended for flexibility and updates
Implications: The study contributes to understanding how to prepare teachers for AI education and suggests a comprehensive curriculum development cycle that can be applied to other emerging educational disciplines.
Limitations:
- Focus only on experienced and inexperienced teachers' perceptions
- Lack of curriculum effectiveness evaluation
- Case study setting may limit generalizability
- Cultural context limitations
Future Directions:
- Evaluate AI curriculum effectiveness
- Study ways to enhance students' AI identity and interest
- Validate and refine the proposed curriculum development cycle
- Explore teacher experiences in different cultural settings
Title and Authors: "Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-determination Theory Perspective" by Thomas K.F. Chiu and Ching-sing Chai
Published On: July 10, 2020
Published By: Sustainability (MDPI journal)