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This page is currently under construction and is not fully complete. You are welcome to enjoy the ideas in their current form.
This information and set of resources are more geared toward promoting professional learning and supporting educators as they navigate this AI landscape.
Research
Research
From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education
Rogers, T. & Carbonaro, M. (2025). From Understanding to Creating: Bridging AI Literacy and AI Fluency in K-12 Education. Journal of Teaching and Learning, 19(4). https://doi.org/10.22329/jtl.v19i4.9420
Initial Reaction
Initial Reaction
Rogers, T. (2024) Navigating the AI Landscape: The Evolving Roles of Teachers and the Impact of Professional Development [PowerPoint Presentation]. ATLE AI Summit. Edmonton, Alberta, Canada.
The Importance of PD
The Importance of PD
Langreo, L. (2024, January 8). Most Teachers Are Not Using AI. Here’s Why. Education Week. https://www.edweek.org/technology/most-teachers-are-not-using-ai-heres-why/2024/01
Several concerns that are being identified by teachers, which are shared by other stakeholders can be address by adoption and professional development.
As these occur, there will be further opportunities for research and resource development.
Educators need to be equipped with knowledge about HOW to teach with AI but also what to teach ABOUT AI (Kajiwara et al., 2023; Touretzky et al., 2019; Wang & Lester, 2023).
The co-design of K-12 curriculum with subject experts on AI and curriculum development is essential. (Wang & Lester, 2023; Wong et al., 2020; Yau et al., 2022; Yim & Su, 2024)
Alberta is in an excellent position to lead this development with AI experts at local universities as well as nationally recognized AI institutions like Amii.
Kajiwara, Y., Matsuoka, A., & Shinbo, F. (2023). Machine learning role playing game: Instructional design of AI education for age-appropriate in K-12 and beyond. Computers and Education: Artificial Intelligence, 5, 100162. https://doi.org/10.1016/j.caeai.2023.100162Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What Should Every Child Know about AI? Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795–9799. https://doi.org/10.1609/aaai.v33i01.33019795Wang, N., & Lester, J. C. (2023). K-12 Education in the Age of AI: A Call to Action for K-12 AI Literacy. International Journal of Artificial Intelligence in Education, 33(2), 228–232. https://doi.org/10.1007/s40593-023-00358-xWong, G. K. W., Ma, X., Dillenbourg, P., & Huan, J. (2020). Broadening artificial intelligence (AI) education in K-12: Where to start? ACM Inroads, 11(1), 20–29. https://doi.org/10.1145/3381884Yim, I. H. Y., & Su, J. (2024). Artificial intelligence (AI) learning tools in K-12 education: A scoping review. Journal of Computers in Education. https://doi.org/10.1007/s40692-023-00304-9
Research around ethical concerns specific to AIED have increased.
Research around professional development has increased with examples and suggestions for highly effective creation of curriculum and professional development (Crompton et al., 2022; Su et al., 2023).
There remains a lack of classroom studies involving AI in the K-12 North American context with adoption outpacing research (Lane, 2023).
This is due to low adoption in classrooms which is a result of fewer opportunities for professional development.
This is a cycle that feeds itself.
Crompton, H., Jones, M. V., & Burke, D. (2022). Affordances and challenges of artificial intelligence in K-12 education: A systematic review. Journal of Research on Technology in Education, 1–21. https://doi.org/10.1080/15391523.2022.2121344Lane, H. C. (2023). Commentary for the International Journal of Artificial Intelligence in Education Special Issue on K-12 AI Education. International Journal of Artificial Intelligence in Education, 33(2), 427–438. https://doi.org/10.1007/s40593-023-00359-wSu, J., Guo, K., Chen, X., & Chu, S. K. W. (2023). Teaching artificial intelligence in K–12 classrooms: A scoping review. Interactive Learning Environments, 1–20. https://doi.org/10.1080/10494820.2023.2212706
The Difference Between Generating and Creating
The Difference Between Generating and Creating
Mollick, E. (2024). Co-intelligence: Living and working with AI. Portfolio/Penguin.
Rogers, T. (2024, November 15). AI Literacy, AI Fluency and the Move from Being Generators to Creators [PowerPoint Presentation]. Outside The Box (OEC). Nisku, Alberta, Canada.
AI Literacy and AI Fluency
AI Literacy and AI Fluency
Rogers, T. (2024, November 15). AI Literacy, AI Fluency and the Move from Being Generators to Creators [PowerPoint Presentation]. Outside The Box (OEC). Nisku, Alberta, Canada.
AI Literacy is the first milestone but it is not where we stop.
Based on the conclusions drawn by Resnick & Rusk (2020) on the differences between computational thinking and computational fluency where literacy is being able to Read, Fluency is being able to create a story.
Resnick, M., & Rusk, N. (2020). Coding at a crossroads. Communications of the ACM, 63(11), 120–127. https://doi.org/10.1145/3375546
AI Literacy is a set of competencies that enables individuals to critically understand, evaluate, and effectively interact with AI technologies. It encompasses the ability to:
Know and Understand: Gain foundational knowledge about AI, its principles, and how it works.
Use: Apply AI tools and technologies in various contexts, including online, at home, and in the workplace.
Evaluate: Critically assess the implications, benefits, and limitations of AI systems.
Ethical Considerations: Recognize and address ethical issues related to AI, ensuring responsible and fair use.
Communicate and Collaborate: Engage in meaningful interactions with AI and collaborate with AI systems.
AI Fluency is a set of advanced competencies that enables individuals to innovate, manage, and ethically integrate AI technologies into complex and novel contexts. It encompasses the ability to:
Deeply Understand: Attain a comprehensive and nuanced understanding of AI, its advanced principles, and intricate workings.
Innovate: Develop and implement new AI-driven solutions to address emerging challenges and opportunities.
Critically Evaluate: Conduct in-depth assessments of AI systems, considering long-term implications, potential biases, and impacts.
Ethically Manage: Manage AI initiatives with an emphasis on ethical considerations, ensuring fairness, transparency, and accountability.
Create with AI: Utilize AI as a cognitive extender to co-create and enhance human capabilities, going beyond mere content generation.
This increases the gains we can make during these cycles.
Rogers, T. (2024, May 7) Navigating the AI Landscape: The Evolving Roles of Teachers and the Impact of Professional Development [PowerPoint Presentation]. ATLE AI Summit. Edmonton, Alberta, Canada.
Next Steps
Next Steps
Rogers, T. (2024, May 7) Navigating the AI Landscape: The Evolving Roles of Teachers and the Impact of Professional Development [PowerPoint Presentation]. ATLE AI Summit. Edmonton, Alberta, Canada.
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