The study aimed to explore Swedish teachers' understanding and preconceptions of AI to inform teacher education and professional development, particularly in the context of AI literacy in K-12 education.
Methods: The research utilized an anonymous questionnaire and focus group discussions with 18 Swedish K-12 in-service teachers and teacher educators. The data were analyzed using qualitative content analysis and the Intelligent Technological Pedagogical and Content Knowledge (TPACK) framework.
Key Findings:
- Teachers often have misconceptions about AI, viewing it as human-like or conscious, and lack a deep understanding of machine learning and neural networks.
- Emotional responses to AI include excitement and curiosity, but also anxiety and ethical concerns.
- There is a significant discrepancy between teachers' expected and actual content knowledge related to digital technology.
- Teachers express a need for more professional development and clearer curriculum guidelines to effectively teach AI literacy.
Implications: The findings underscore the importance of addressing teachers' misconceptions and enhancing their AI-related TPACK to improve AI literacy education. This can contribute to better preparing students for a data-driven society and fostering critical engagement with AI technologies.
Limitations: The study's limitations include a small sample size and the potential for bias due to the self-reported nature of the questionnaire and focus group discussions. The findings may not be generalizable beyond the Swedish context.
Future Directions: Future research should focus on developing and validating methods to effectively elicit teachers' TPACK, and explore students' preconceptions of AI. Additionally, studies should investigate the integration of AI literacy into diverse educational settings and curricula.
Title and Authors: "Artificial Intelligence in K-12 Education: Eliciting and Reflecting on Swedish Teachers' Understanding of AI and Its Implications for Teaching & Learning" by Johanna Velander, Mohammed Ahmed Taiye, Nuno Otero, and Marcelo Milrad.
Published On: July 3, 2023
Published By: Education and Information Technologies