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AI Literacy from Educators’ Perspectives

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AI Literacy in K-16 Classrooms

Abstract

After understanding AI literacy from the perspective of human-design factor, this chapter presents a conceptual framework introducing an expanded view of AI literacy from educators’ perspectives. It moves beyond technological competencies and tries to identify a more holistic and broader understanding about AI literacy education. When using these novel AI tools to teach, educators need to be equipped with adequate technological literacy skills and knowledge. In this way, they can teach AI literacy and promote other digital competencies such as collaboration and communication among their students in AI-driven environments. Since teachers may not have rich technical knowledge to apply AI educational applications to facilitate their teaching. As one of the most important twenty-first-century competencies, AI literacy can be conceptualized as the knowledge, skills, and attitudes necessary to be competitive in the twenty-first-century workforce. Teacher education and professional development should be reworked to incorporate training in teaching key digital competencies.

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Authors and Affiliations

  1. Faculty of Education, University of Hong Kong, Hong Kong, Hong Kong

    Davy Tsz Kit Ng, Maggie Jiahong Su, Iris Heung Yue Yim, Maggie Shen Qiao & Samuel Kai Wah Chu

  2. Division of Integrative Systems and Design, Hong Kong University of Science and Technology, Hong Kong, China

    Jac Ka Lok Leung

Authors
  1. Davy Tsz Kit Ng
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  2. Jac Ka Lok Leung
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  3. Maggie Jiahong Su
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  4. Iris Heung Yue Yim
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  5. Maggie Shen Qiao
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  6. Samuel Kai Wah Chu
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Ng, D.T.K., Leung, J.K.L., Su, M.J., Yim, I.H.Y., Qiao, M.S., Chu, S.K.W. (2022). AI Literacy from Educators’ Perspectives. In: AI Literacy in K-16 Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-031-18880-0_10

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  • DOI: https://doi.org/10.1007/978-3-031-18880-0_10

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-18879-4

  • Online ISBN: 978-3-031-18880-0

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