AI literacy – Intercultural perspectives on information literacy and Metaliteracy (IPILM)

Picture: a human hand and a machine hand (symbolic for AI) reach out to each other

Conference Session – Report Group 5

Introduction

The conference session focused specifically on AI Literacy for Teacher Education, emphasizing the importance of equipping educators with the knowledge and tools to use AI effectively and responsibly in their classrooms. The discussion highlighted the role of AI literacy in teacher education and how it helps teachers navigate ethical challenges while integrating AI tools into their teaching practices.

The session included insights from an international survey of 33 educators from seven countries, exploring their experiences with AI tools like ChatGPT and Kahoot. While the survey offered some valuable insights, it should be noted that the findings were exploratory and not fully conclusive. Therefore, these results were complemented by relevant research literature, which provides a more comprehensive understanding of the role of AI literacy in teacher education

Discussion: Questions and Answers

The discussion focused on the central question of how AI can support teacher education. AI literacy was recognized as essential in helping teachers understand and navigate AI tools. It was emphasized that AI can provide personalized training materials and learning experiences tailored to individual teachers’ knowledge and needs. However, it was also made clear that AI should not be seen as a replacement for teachers but rather as a tool to enhance their teaching practices.

Further points of discussion centered on balancing the use of AI with the need to avoid over-reliance on technology. It was stressed that continuous reflection and ethical evaluation are essential to ensure that AI remains a valuable pedagogical tool. Additionally, the availability of training programs and resources, such as online courses and workshops, was recognized as critical for fostering AI literacy among educators.

Recent studies reinforce the need for AI literacy in teacher education. For example, tools like ChatGPT have been shown to help educators draft lesson plans and assessments, yet studies also point to limitations such as the potential for AI to generate incorrect or biased information. The research advocates for integrating AI literacy into teacher training programs, focusing on ethical use and aligning AI tools with educational goals.

In conclusion, the importance of AI literacy in teacher education cannot be overstated. Equipping educators with the necessary skills to use AI responsibly and effectively will help them enhance their teaching practices while ensuring ethical standards are upheld. The goal should always be to empower educators in the use of AI, fostering critical thinking and responsible technology use within teacher education programs.

Our Literature

Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. Eurasia Journal of Mathematics, Science and Technology Education, 19(8), em2307. https://www.ejmste.com/article/exploring-the-potential-of-artificial-intelligence-tools-in-educational-measurement-and-assessment-13428

Whalen, J., & Mouza, C. (2023). ChatGPT: challenges, opportunities, and implications for teacher education. Contemporary Issues in Technology and Teacher Education, 23(1), 1-23. https://www.learntechlib.org/p/222408/

Our Video:

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https://www.youtube.com/watch?v=oEI3p6CelC0&list=PL_W0bLN_efTEGFe9_9I_hLsYFhU9Gf7st&index=5

Further Literature:

Sperling, K., Stenberg, C. J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in Teacher Education: A scoping review. Computers and Education Open, 100169. https://www.sciencedirect.com/science/article/pii/S2666557324000107

Ng, D. T. K., Leung, J. K. L., Chu, K. W. S., & Qiao, M. S. (2021). AI literacy: Definition, teaching, evaluation and ethical issues. Proceedings of the Association for Information Science and Technology, 58(1), 504-509. https://asistdl.onlinelibrary.wiley.com/doi/abs/10.1002/pra2.487?casa_token=WogKXKvwDOQAAAAA%3A1b3aX33pEVFvqHYgm3DWxYHfljtcemwbZ46CaTYikkSX6buu7wagfuT6JhuCrgRORNU4vsQ9AJU4bAY

Ding, A. C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open, 6, 100178. https://www.sciencedirect.com/science/article/pii/S2666557324000193

Further Video about AI and Education:

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https://www.youtube.com/watch?v=sD8lcbebp7Q

Free Workshop for Teachers as an example:

https://www.aiforeducation.io/ai-course

Conference Session Report – Group 6

Picture: AI machine in human form teaching in front of a human school class

The presentation analyzed the growing significance of Artificial Intelligence (AI) in the field of education, particularly the use and acceptance by students, as well as the challenges from the perspective of educators. A case study was conducted to examine how students use ChatGPT for academic purposes such as research, text production, and proofreading. The study revealed increasing acceptance, but also concerns regarding ethical issues such as data privacy and plagiarism risks. The discussion highlighted that while AI can offer advantages for the learning process, it could also impair critical thinking skills. Additionally, the need for clear guidelines, ethical standards, and professional development for educators was emphasized to integrate AI meaningfully and sustainably into education.

Several key questions regarding the use of AI in education were raised during the presentation. One important question was how understanding AI concepts affects students’ ability to critically evaluate the use of AI tools. A solid knowledge of how AI works and its limitations enables students to use the technology purposefully and responsibly. This allows them to better distinguish between useful and problematic applications, avoiding the risk of AI replacing their own analytical abilities.

Furthermore, the question of how students can use AI without abusing it was addressed. An important answer to this is the teaching of ethical principles and the promotion of responsibility when using AI. This includes raising awareness of potential risks such as plagiarism, data breaches, and the danger of excessive reliance on technology. The question of whether AI can foster students’ critical thinking and problem-solving skills was also discussed. While AI offers potential for supporting complex tasks, it should not replace the need for students to continue thinking independently and developing creative solutions.

Finally, the importance of verifying the accuracy of information from AI tools was emphasized. Cross-referencing information with reliable sources and training in information literacy are crucial to avoid errors or inaccuracies and to ensure the quality of learning processes.

In conclusion, the presentation highlighted the complex challenges and opportunities of using AI in education. A solid understanding of AI is essential to allow students to work with this technology responsibly and creatively, while also addressing ethical and didactic challenges.

Tag: AI literacy

AI Literacy for Teacher Education

AI Literacy for Students and Students Learning Process

Conference Session Report – Group 6

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