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Evaluating the Integration of Artificial Intelligence (AI) in K-12 Education

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Colorado Convention Center, 108/10/12

Lecture presentation
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Presenters

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Professor
University of South Florida
College of Education, has vast experience teaching various undergraduate and graduate courses, both in-person and online. Recognized for his teaching excellence in 2010, he is also a certified Quality Matter course reviewer for national and international online courses. Dr. Unal's research delves into teacher preparation program assessments, technology in education, and innovative classroom management. With multiple distinguished awards under his belt, he's developed key technology projects, including the "FolioData" assessment system and "schooldiversity.com", a tool assessing US school demographics. Furthermore, he reviews teacher preparation programs nationally and within Florida.
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Professor
Georgia Southern University
@Aslihan Unal
Dr. Aslihan Unal is a professor at Georgia Southern University, where she has been teaching in the Department of Elementary and Special Education since 2013. Her program, Curriculum and Instruction - Accomplished Teaching is fully online and designed for K-12 teachers pursuing their master's degrees. Some of Dr. Unal's research interests include assessment in education, the flipped classroom, parental involvement, artificial intelligence in K-12 classrooms, diversity, case studies, and technology usage in education.

Session description

How my graduate students (inservice 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. The attendees can expect to learn the usage and implementation of AI tools and software in K-12 classrooms.

Framework

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.

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Methods

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.

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Results

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.

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Importance

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.

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References

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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Session specifications

Topic:
Artificial Intelligence
Grade level:
PK-12
Audience:
Principals/head teachers, Teachers, Teacher education/higher ed faculty
Attendee devices:
Devices useful
Attendee device specification:
Laptop: Chromebook, Mac, PC
Subject area:
Inservice teacher education
ISTE Standards:
For Educators:
Learner
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.