Teachers’ AI Literacy in K-12 and University Settings: A Systematic Review

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: AI and Technology: Teacher Learning and Teachers' Perspectives (Table 8)

Abstract

The present study seeks to systematically review the studies focusing on teachers’ AI literacy. A total of 28 studies were identified from Google Scholar search. Among these studies, only 7 studies examined professional development programmes focusing on teachers’ AI literacy. The analysis of the PD programmes revealed that (1) USA led research in this area; (2) in-service and computer science teachers were the main target participants; (3) the PD content was mainly related to what is AI and how AI works; (4) various PD approaches have been adopted emphasizing collaboration, theory-practice alignment and learning by design; (5) PD outcomes focused on cognition and affective domains; and (6) the major instruments were questionnaires and interview. The implications are discussed.

Authors

• Shen Qiao, The Education University of Hong Kong

• Ruoqi Chen, The Education University of Hong Kong