Abstract
Part I of this book gave us basic ideas about what AI literacy is, why it is important for all K–16 learners, as well as the theoretical frameworks and important theories involved in AI literacy education. However, students at each educational level have varied needs and intended learning outcomes. Therefore, the way of how AI literacy education is being implemented across levels of education should not be the same. Identifying specific age-appropriate approaches on different educational levels could inform schools, policymakers, educators, and parents on the design and development of adequate environment, pedagogy, learning content, technology, and assessment tools that best meet the needs of their students.
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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 Education in Early Childhood Education. In: AI Literacy in K-16 Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-031-18880-0_5
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DOI: https://doi.org/10.1007/978-3-031-18880-0_5
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