Enhancing Teacher AI Literacy and Integration Through Different Types of Cases in Teacher Professional Development

• In Event: Centering Teachers as Essential Components of the Learning Environment

Abstract

This study investigates the impact of a case-based AI professional development (PD) program on AI integration strategies and AI literacy among seven middle school science teachers. The program utilized three case problems, ranging from well-structured to ill-structured, to stimulate reflection and problem-solving. Analysis of video-recorded discussions and survey data revealed that teachers primarily relied on personal experiences for collaborative problem-solving. The complexity of case problems influenced knowledge co-construction, with ill-structured problems promoting new knowledge application. Survey results showed significant increases in AI literacy, particularly in understanding AI, though application during discussions was limited. The findings emphasize combining direct instruction with case-based discussions in PD programs to enhance teacher AI literacy effectively.

Authors

• Ai-Chu Elisha Ding, University of Georgia

• Lehong Shi, University of Georgia

• Haotian Yang, University of Georgia

• Ikseon Choi, Emory University