High School Teachers’ Emergent AI Literacy Goals During Professional Learning About Lesson Co-Design  (Poster 17)

• In Event: AERA Poster Session Thursday 3:35 p.m.
  In Poster Session: (Generative) Artificial Intelligence in Education

Abstract

Exploding interest around artificial intelligence (AI) tools necessitates new professional learning (PL) for K-12 teachers. We created a PL fellowship about AI lesson co-design with five teachers and studied their perspectives during it, including ways in which PL activities and the co-design process supported teachers’ emergent goals (Saxe, 1991). Using Saxe’s emergent goals framework, we understood teachers’ goals as wanting students to use and evaluate AI tools to support their learning, rather than understand how AI itself works. Teachers articulated that practice-based PL activities, such as rehearsal and peer feedback, supported their goals more than activities about AI content. Our findings suggest that PL that is responsive to teachers’ emergent goals can help teachers co-design lessons that build AI literacy.

Authors

• Victoria L. Delaney, San Diego State University

• Christopher Mah, Stanford University

• Victor R. Lee, Stanford University