AI Education from the Educator’s Perspective: Best Practices for an Inclusive AI Curriculum for Middle School

Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems Pub Date : 2023-04-19 DOI:10.1145/3544549.3585747

Giorgia Gibellini, Valeria Fabretti, G. Schiavo

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引用次数: 1

Abstract

Artificial Intelligence (AI) and its applications have a strong impact on people’s lives worldwide. Therefore, an increasing number of professionals and academics are focusing on the development of AI education programs for K-12. Part of these programs is developed for formal educational settings, such as school classrooms, which are complex systems with several variables interwoven. The current study concentrates on the teachers’ perspective on the implementation of an AI education curriculum for middle schools located in disadvantaged areas of Europe. Given these premises, a particular focus is devoted to how AI education can foster inclusion and be more accessible. Feedback was gathered through 582 logbooks provided by educators, and an international focus group conducted at the end of the curriculum implementation. This information helped to understand educators’ points of view on the AI curriculum, investigating how these topics can stimulate reflections around inclusion and diversity.

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从教育者的角度看人工智能教育:中学包容性人工智能课程的最佳实践

人工智能(AI)及其应用对全世界人们的生活产生了巨大影响。因此，越来越多的专业人士和学者开始关注K-12人工智能教育项目的开发。这些程序的一部分是为正规教育环境开发的，比如学校教室，这是一个复杂的系统，有几个变量交织在一起。目前的研究集中在教师对欧洲弱势地区中学实施人工智能教育课程的看法上。鉴于这些前提，我们特别关注人工智能教育如何促进包容性和更容易获得。通过教育工作者提供的582本日志和在课程实施结束时进行的国际焦点小组收集反馈。这些信息有助于了解教育工作者对人工智能课程的看法，调查这些主题如何激发对包容性和多样性的思考。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems

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