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A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools

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Abstract

Artificial intelligence (AI) education in K-12 schools is currently very popular, but educators and experts have found designing AI-related curricula a challenge. Few studies have been conducted that can inform practitioners about how to design and implement AI-related curricula, and thus sustainable approaches that can inform the planning of quality curricula are required. Teachers’ perspectives are essential in this, to make sense of emerging AI technology. Thus, this study develops a model of curriculum design that includes the four aspects of content, produce, process, and praxis. It conducts a thematic analysis of data collected from 12 K-12 schools, which includes individual interviews, teaching documents, and meeting minutes from 24 teachers. The findings thus reveal six key components: AI knowledge, AI processes, the impact of AI (content and product), student relevance, teacher-student communication, and flexibility (process and praxis). Thus, this study proposes a holistic approach to design AI K-12 curriculum.

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Acknowledgements

This study was supported by a Chinese University of Hong Kong Faculty Direct.

Grant. The sponsoring organization had no role in the study design, data collection, analysis, writing, or submission of the article.

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Authors and Affiliations

  1. Department of Curriculum and Instruction Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR

    Thomas K. F. Chiu

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  1. Thomas K. F. Chiu
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Correspondence to Thomas K. F. Chiu.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the Survey and Behavioral Research Ethics Committee, Chinese University of Hong Kong.

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Chiu, T.K.F. A Holistic Approach to the Design of Artificial Intelligence (AI) Education for K-12 Schools. TechTrends 65, 796–807 (2021). https://doi.org/10.1007/s11528-021-00637-1

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