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The four facets of curriculum as content, product, process, and praxis were used in this study as a framework for AI education design for K–12 schools. Curriculum design theory can inform practitioners and researchers (Chiu & Chai et al., 2020; Chiu et al., 2021). The purposeful, planned, and systematic organizing of curriculum inside a class or course is referred to as curriculum design. In other words, it is a method for teachers to organize their lessons. Teachers decide what will be done, who will do it, and what schedule to adhere to when they establish a curriculum.
This mixed (qualitative and quantitative) study involves K-12 teachers (the survey will be sent to 750 students -inservice teachers) from a southeastern state, with varying years of experience ranging from 0-3, 3-5, to over 5 years. The sampling in this study is convenience sampling. This nonrandom sampling approach selects participants from the target population based on specific practical criteria, such as ease of accessibility, geographical proximity, availability during the study, or a willingness to participate (Dornyei, 2007; Etikan et al, 2016). Student groups (in-service teachers) from three universities within the southeastern United States will contribute to this study.
Through this survey, we aim to understand:
How teachers currently use AI in their teaching practices.
The benefits and challenges faced when integrating AI.
Educators' perspectives on the future role of AI in education.
ANOVA analysis will be performed to determine whether there are variations among the groups concerning teachers' years of experience.
The primary aim of this study is to delve into the teachers' perceptions of the AI model in Kindergarten through 12th-grade classrooms. This research seeks to contribute to the literature by shedding light on the various aspects of teachers' perspectives and experiences regarding AI, which may have been neglected in previous studies that focused mainly on student outcomes. By examining the differences in perceptions among teachers with diverse levels of experience in implementing AI, this study hopes to reveal critical insights into how educators adapt to and learn from this instructional approach across different stages of their careers.
This study examines and discusses AI's possible usage and application for the new method's success and provides potential implications in K-12 classrooms. Engaging attendees such as teachers, school leaders, administrators, and college professors in research on AI strategies supports them in developing positive perceptions of their knowledge and skills.
Chiu, T. K. F, & Chai, C. S. (2020). Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. Sustainability, 12(14), 5568. https://doi.org/10.3390/su12145568.
Chiu, T. K. F, Meng, H, Chai, C. S, King, I, Wong, S, & Yam, Y. (2021). Creation and evaluation of a pre-tertiary Artificial Intelligence (AI) curriculum. IEEE transactions on Educaiton.
Dornyei, Z. (2007). Research methods in applied linguistics. New York, Oxford University Press.
Etikan, E., Musa, S. A., Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
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