Designing a Professional Development Workshop to Increase K12 Teachers’ Artificial Intelligence (AI) Literacy and Self-Efficacy

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 1
  In Roundtable Session: Centering the Possibilities of AI in Teacher PD

Abstract

As demand for Artificial Intelligence (AI)-related teacher education increases, the literature primarily focuses on students’ AI literacy needs, leaving teachers’ critical and ethical AI literacy and self-efficacy underexplored. In this paper, we present findings from a three-day professional development workshop with 12 K12 educators at a Mid-Atlantic Historically Black University. Through a participatory approach, teachers increased their AI literacy, self-efficacy, and ability to create with AI within their professional roles. We offer the workshop design and evaluation as a replicable model that supports teacher learning without requiring extensive time, technical expertise, or funding. Findings underscore the importance of positioning teachers as critical, confident actors in AI-integrated educational spaces.

Authors

• Virginia Byrne, Morgan State University

• Valerie Riggs, Morgan State University

• Wanda Roshell Debrewer, Morgan State University

• Martha James Hassan, Morgan State University