Davy Tsz Kit Ng · Jac Ka Lok Leung · Maggie Jiahong Su · Iris Heung Yue Yim · Maggie Shen Qiao · Samuel Kai Wah Chu AI Literacy in K-16 Classrooms AI Literacy in K-16 Classrooms Davy Tsz Kit Ng • Jac Ka Lok Leung Maggie Jiahong Su • Iris Heung Yue Yim Maggie Shen Qiao • Samuel Kai Wah Chu AI Literacy in K-16 Classrooms Davy Tsz Kit Ng Jac Ka Lok Leung Faculty of Education Division of Integrative Systems and Design University of Hong Kong Hong Kong University of Science and Hong Kong, Hong Kong Technology Hong Kong, China Maggie Jiahong Su Faculty of Education Iris Heung Yue Yim University of Hong Kong Faculty of Education Hong Kong, Hong Kong University of Hong Kong Hong Kong, Hong Kong Maggie Shen Qiao Faculty of Education Samuel Kai Wah Chu University of Hong Kong Faculty of Education Hong Kong, Hong Kong University of Hong Kong Hong Kong, Hong Kong ISBN 978-3-031-18879-4 ISBN 978-3-031-18880-0 (eBook) https://doi.org/10.1007/978-3-031-18880-0 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Foreword Dear Readers, There are many reasons why this book, AI Literacy in K-16 Classrooms, is so important to educators. First, AI is increasingly being used in schools and class- rooms, and it is important for educators to understand how AI works and how it can be used to benefit students. Second, AI is changing the nature of work and learning, and educators need to be prepared to teach in a world where AI is playing an increas- ingly important role. Third, AI is raising ethical and social issues that educators need to be aware of and prepared to discuss with their students. This book is essential reading for anyone who wants to understand AI and its implications for education. AI tools are found in many aspects of our lives, and it is becoming increasingly difficult to remain ignorant about their implications on society. AI Literacy in K-16 Classrooms provides educators with the much-needed foundation to understand AI, its capabilities, and its potential implications in the classroom and beyond. Teachers are using AI tools to: • Help grade essays • Provide targeted feedback • Offer personalized learning experiences • And even teach classes Students are using AI tools to: • Get better grades • Get more personalized feedback • Have more customized learning experiences • And even take classes With these applications in mind, it is imperative that educators understand how AI works and how it can be used to benefit students. Teaching AI is essential reading for anyone who wants to understand AI and its implications for education. v vi Foreword If you want another reason why you should take the information and recommen- dations of this book to heart, consider this: most of this sentence and most of the preceding foreword text were written by a computer using an AI tool called GPT-3! Beginning with a few simple prompting phrases, such as “Artificial Intelligence,” “There are many reasons why this book is important to educators,” and “Teachers are using AI tools to….,” OpenAI’s GPT-3 large language model (LLM) generated almost every word you see above. To arrive at the final text involved only a few minor edits to include the title of this book, and a few more prompts to suggest some alternative wordings and lists of AI tool uses. There is no area of our lives, either as learners or educators, that is untouched by AI. Each and every subject, from art to zoology, now has a growing number of AI tools that generate new content or analyze and model the world around us. The era of ubiquitous AI has only just begun, making AI Literacy in K-16 Education a must- read for anyone who cares about the success of our education programs in preparing our students for the future. Sincerely, Prof. J. Stephen Downie School of Information Science University of Illinois, Urbana-Champaign and GPT-3 OpenAI Playground https://beta.openai.com/playground Foreword 2 Artificial intelligence (AI) technologies make our lives more efficient every day. These emerging technologies power many applications, programs, and services that help us do everyday things such as improving our online experience, enhancing our security, and increasing efficiency of our routine jobs. In the meantime, AI can cause us a lot of trouble due to privacy issues and human bias. Our students must learn about this emerging technology; hereby, AI education should be provided for all. This is supported by many AI education projects that have been launched around the world because AI topics conventionally are included in engineering faculty in higher education. AI literacy is one of the important areas in educational research and practice. As one of the first AI education researchers, I am so happy to see this book AI Literacy in K-16 Education published. Professor Sam Chu and his team have expertise in literacy, technology education, and twenty-first century skills. In this book, they reviewed literature on AI education from kindergarten to tertiary level. They first define what AI literacy is, and discuss the landscape of AI education, followed by using various frameworks to describe AI literacy development. They continue to discuss instructional designs for the development at different educational levels. Finally, they raise this issue from teacher perspectives. I believe this book would cater to different types of readers. If you are educators, you will gain more understanding of how to teach AI and assess student learning. If you are policy makers or curriculum designers, you will get inspired to design teacher professional programs or curriculum guidance. If you are AI developers, you will better understand what educational stakeholders need for developing AI content or learning applications. Finally, enjoy this book, and nurture our new gen- erations with good AI literacy. Thomas Kin Fung CHIU Assistant Professor, Department of Curriculum and Instruction The Chinese University of Hong Kong Hong Kong, Hong Kong vii About the Book The book presents a review of the frameworks, content, pedagogies, and assessment of AI literacy education in supporting policymakers, educators, and parents to embed such an emerging area in the K-16 curriculum and into classrooms. Recommendations were proposed on how to develop AI literacy curricula and uti- lize age-appropriate technological tools and pedagogies to foster students’ AI liter- acy skills or digital competencies. The book aims to provide an exhaustive summary of current evidence related to AI literacy with some highlighted cases. Some empiri- cal studies were selected to illustrate how AI literacy models were applied in differ- ent countries and regions. The book captures the attention of multidisciplinary researchers looking for an overview of empirical studies that call for an AI literacy instructional design. The significance also lies in for all educators as a reference for practical methods. Finally, policymakers may borrow the models elicited in this book to reform education policies so as to design future-proof curricula and, most importantly, to prepare students with knowledge, mindsets, and dispositions condu- cive to dealing with future societal challenges. ix Contents Part I Conceptualizing AI Literacy 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.1 Key Inquiry Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2 Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 2 AI Education and AI Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.1 A Historical Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.2 AI Education Versus AI Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2.2.1 Artificial Intelligence in Education . . . . . . . . . . . . . . . . . . . 11 2.2.2 Artificial Intelligence Literacy . . . . . . . . . . . . . . . . . . . . . . . 13 2.2.3 Similarities and Differences Between AIED and AI Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 3 AI Literacy for All . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 3.1 AI for Living, Workplace, Learning, and Societal Good . . . . . . . . . 21 3.1.1 AI for Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.1.2 AI for Workplaces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 3.1.3 AI for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3.1.4 AI for Societal Good . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.2 Benefits of AI Literacy for Different Educational Levels . . . . . . . . 24 3.2.1 Kindergarteners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 3.2.2 Primary and Secondary Education . . . . . . . . . . . . . . . . . . . . 25 3.2.3 Noncomputer Science University Students . . . . . . . . . . . . . 26 3.3 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 4 The Landscape of AI Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 4.1 AI Literacy as a Twenty-First Century Skill . . . . . . . . . . . . . . . . . . 31 4.2 Emerging Frameworks for AI Literacy Education . . . . . . . . . . . . . . 32 xi xii Contents 4.2.1 Competencies and Design Considerations . . . . . . . . . . . . . . 33 4.2.2 The Five “Big Ideas” About AI . . . . . . . . . . . . . . . . . . . . . . 33 4.2.3 O ther Review Papers in AI Literacy Education . . . . . . . . . . 36 4.3 Rising Publications on AI Literacy Education . . . . . . . . . . . . . . . . . 37 4.3.1 A I Literacy Education for K–12 Students . . . . . . . . . . . . . . 39 4.3.2 A I Literacy Education for Noncomputer Science University Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 4.4 New Education Policies on AI Literacy Across the Globe . . . . . . . 41 4.5 Our Three Proposals of AI Literacy Educational Frameworks (Bloom’s, TPACK, P21) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 4.5.1 AI Literacy and Bloom’s Taxonomy . . . . . . . . . . . . . . . . . . 43 4.5.2 AI Literacy and TPACK Framework . . . . . . . . . . . . . . . . . . 46 4.5.3 A I Literacy and P21’s Framework for the 21st Century Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 4.6 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Part II K-16 AI Literacy Education 5 AI Literacy Education in Early Childhood Education . . . . . . . . . . . . 63 5.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5.2 Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 5.3 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 5.4 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 6 AI Literacy Education in Primary Schools . . . . . . . . . . . . . . . . . . . . . 75 6.1 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 6.2 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 6.3 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 7 AI Literacy Education in Secondary Schools . . . . . . . . . . . . . . . . . . . . 87 7.1 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 7.2 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 7.3 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 8 AI Literacy Education for Nonengineering Undergraduates . . . . . . . 99 8.1 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 8.1.1 Data Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 8.1.2 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 8.2 Results and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 8.3 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115