K-12 AI curricula : a mapping of government-endorsed AI curricula / [Fengchun Miao].
Miao, Fengchun,
K-12 AI curricula : a mapping of government-endorsed AI curricula / [Fengchun Miao]. - 1 online resource (60 pages) : illustrations
"Fengchun Miao, Chief of this Unit, conceptualized and executed the methodology for the data collection, designed and managed the surveys, and led the authoring of the report. Kelly Shiohira of JET Education Services supported the data collection, analysed the survey data, carried out the curriculum mapping, and drafted the report"--Acknowledgements.
Includes bibliographical references (pages 55-57).
Acknowledgements -- Objective and scope of the report -- Scope of the mapping -- [Part 1] Introduction -- A primer on AI terms and technologies -- Artificial intelligence -- AI techniques -- AI technologies -- Ethical AI -- AI literacy -- Pedagogical concepts and terminologies -- Existing frameworks of reference on AI curricula -- AI Literacy: Competencies and Design Considerations -- AI4K12: Five Big Ideas and K-12 AI Curriculum Guidelines -- The Machine Learning Education Framework -- [Part 2] Methodology -- Data collection -- Criteria for selecting government-endorsed AI curricula -- List of government-endorsed AI curricula -- Limitations to the survey analysis -- [Part 3] Key findings of the analysis of government-endorsed AI curricula -- Curriculum development and endorsement -- Vision and motivations for developing AI curricula -- Pilot testing and evaluation of AI curricula -- Example: Qatar curriculum development foundations and principles -- Curriculum integration and management -- Allocation of curriculum hours -- Essential conditions for supporting AI curricula -- Example: The introduction of AI by the CBSE in India -- AI curriculum content -- Main categories of AI curriculum content -- Time allocations for AI curriculum categories -- Coverage of AI curriculum categories -- Example: AI curriculum content in Austria -- Learning outcomes of AI curricula -- Methodology for analysing learning outcomes -- Framework for the categorization of learning outcomes -- Mapping of learning outcomes by AI categories -- Example: Progression of AI learning outcomes in the Republic of Korea -- Curriculum implementation -- Teacher training and support -- Learning tools and environments -- Suggested pedagogies -- Example: Implementation of the Information Science and Technology Curriculum for Senior High Schools, China -- [Part 4] Key findings and recommendations -- Curriculum development and endorsement -- Curriculum integration and management -- Curriculum content and learning outcomes -- Curriculum implementation -- [Part 5] Concluding comment -- References -- Appendix.
"As AI technology represents a new subject area for K-12 schools worldwide, there is a lack of historical knowledge for governments, schools and teachers to draw from in defining AI competencies and designing AI curricula. This mapping exercise analyses existing AI curricula with a specific focus on the curriculum content and learning outcomes, and delineates development and validation mechanisms, curriculum alignment, the preparation of learning tools and required environments, the suggested pedagogies, and the training of teachers"--Page 6.
Teachers--Training of.
Information technology--Study and teaching.
Artificial intelligence--Study and teaching.
Artificial intelligence--Educational applications.
Teacher effectiveness.
Computer-assisted instruction.
LB2846 / .Mia 2022
371.33/4
K-12 AI curricula : a mapping of government-endorsed AI curricula / [Fengchun Miao]. - 1 online resource (60 pages) : illustrations
"Fengchun Miao, Chief of this Unit, conceptualized and executed the methodology for the data collection, designed and managed the surveys, and led the authoring of the report. Kelly Shiohira of JET Education Services supported the data collection, analysed the survey data, carried out the curriculum mapping, and drafted the report"--Acknowledgements.
Includes bibliographical references (pages 55-57).
Acknowledgements -- Objective and scope of the report -- Scope of the mapping -- [Part 1] Introduction -- A primer on AI terms and technologies -- Artificial intelligence -- AI techniques -- AI technologies -- Ethical AI -- AI literacy -- Pedagogical concepts and terminologies -- Existing frameworks of reference on AI curricula -- AI Literacy: Competencies and Design Considerations -- AI4K12: Five Big Ideas and K-12 AI Curriculum Guidelines -- The Machine Learning Education Framework -- [Part 2] Methodology -- Data collection -- Criteria for selecting government-endorsed AI curricula -- List of government-endorsed AI curricula -- Limitations to the survey analysis -- [Part 3] Key findings of the analysis of government-endorsed AI curricula -- Curriculum development and endorsement -- Vision and motivations for developing AI curricula -- Pilot testing and evaluation of AI curricula -- Example: Qatar curriculum development foundations and principles -- Curriculum integration and management -- Allocation of curriculum hours -- Essential conditions for supporting AI curricula -- Example: The introduction of AI by the CBSE in India -- AI curriculum content -- Main categories of AI curriculum content -- Time allocations for AI curriculum categories -- Coverage of AI curriculum categories -- Example: AI curriculum content in Austria -- Learning outcomes of AI curricula -- Methodology for analysing learning outcomes -- Framework for the categorization of learning outcomes -- Mapping of learning outcomes by AI categories -- Example: Progression of AI learning outcomes in the Republic of Korea -- Curriculum implementation -- Teacher training and support -- Learning tools and environments -- Suggested pedagogies -- Example: Implementation of the Information Science and Technology Curriculum for Senior High Schools, China -- [Part 4] Key findings and recommendations -- Curriculum development and endorsement -- Curriculum integration and management -- Curriculum content and learning outcomes -- Curriculum implementation -- [Part 5] Concluding comment -- References -- Appendix.
"As AI technology represents a new subject area for K-12 schools worldwide, there is a lack of historical knowledge for governments, schools and teachers to draw from in defining AI competencies and designing AI curricula. This mapping exercise analyses existing AI curricula with a specific focus on the curriculum content and learning outcomes, and delineates development and validation mechanisms, curriculum alignment, the preparation of learning tools and required environments, the suggested pedagogies, and the training of teachers"--Page 6.
Teachers--Training of.
Information technology--Study and teaching.
Artificial intelligence--Study and teaching.
Artificial intelligence--Educational applications.
Teacher effectiveness.
Computer-assisted instruction.
LB2846 / .Mia 2022
371.33/4