RAPID: Artificial Intelligence Curriculum and K-12 Teacher Agency: Barriers and Opportunities

RAPID：人工智能课程和 K-12 教师机构：障碍和机遇

• 批准号: 2333393
• 负责人: Karin Jensen
• 金额: $ 19.96万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2333393&HistoricalAwards=false
• 关键词: RAPID; Artificial; Intelligence; Curriculum; 12

AI-powered tools have the potential to transform education, both in formal and informal settings. The immense potential for AI to address challenges in education has created an urgent need to characterize how K-12 education may leverage these powerful tools safely, ethically, and equitably. While the AI in education landscape is changing drastically and rapidly, little is known about K-12 educators' engagement with AI and how newly developed tools and curriculum will be received and integrated into classrooms. K-12 teachers are critical stakeholders whose understanding, opinions, and willingness to engage with AI tools will be important factors in the success of AI in K-12 education. Without fundamentally understanding K-12 teacher opinions and agency related to AI in education, there is risk of making investments in tools, training, and curricula that simply do not meet the needs or address the concerns of the teachers who will implement them. This project addresses this knowledge gap by collecting survey data from a national sample of K-12 teachers to guide the development of AI tools and curriculum. This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF 23-097), and funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.Researchers will develop and refine a survey to be distributed to approximately 1,000 K-12 teachers nationally. The project investigates the overall research question: How do K-12 teachers perceive AI education and its impacts on the workforce? The project leverages an ecological agency model to develop the survey about AI tool and curriculum adoption. The survey will include both quantitative measures and open-response questions and will be refined through cognitive interviews and reviewed by an expert panel to ensure clarity and completeness. Research results will be disseminated in scholarly publications, as well as through venues that will reach educational practitioners and the public at large. The project results will have the potential to directly impact AI curriculum and tool development for K-12 education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

人工智能驱动的工具有潜力改变正式和非正式环境中的教育。人工智能在应对教育挑战方面具有巨大潜力，因此迫切需要描述 K-12 教育如何安全、道德和公平地利用这些强大的工具。虽然人工智能在教育领域正在发生巨大而迅速的变化，但人们对 K-12 教育工作者与人工智能的接触以及如何接受新开发的工具和课程并将其融入课堂知之甚少。 K-12 教师是关键的利益相关者，他们对人工智能工具的理解、意见和意愿将是人工智能在 K-12 教育中取得成功的重要因素。如果没有从根本上了解 K-12 教师对人工智能教育的看法和机构，就存在对工具、培训和课程进行投资的风险，而这些工具、培训和课程根本无法满足实施这些工具、培训和课程的教师的需求或解决他们所关心的问题。该项目通过收集全国 K-12 教师样本的调查数据来弥补这一知识差距，以指导人工智能工具和课程的开发。该提案是为了回应《亲爱的同事来信》(DCL)：在正式和非正式环境中快速加速 K-12 教育中的人工智能研究 (NSF 23-097)，并由学生和教师创新技术体验项目 (NSF 23-097) 资助ITEST）计划，该计划支持建立对实践、计划要素、背景流程的理解的项目，有助于增加学生对科学、技术、工程和数学（STEM）以及信息和通信技术的知识和兴趣(ICT) 职业。研究人员将制定和完善一项调查，分发给全国约 1,000 名 K-12 教师。该项目调查了总体研究问题：K-12 教师如何看待人工智能教育及其对劳动力的影响？该项目利用生态机构模型来开展有关人工智能工具和课程采用的调查。该调查将包括定量测量和开放式回答问题，并将通过认知访谈进行完善，并由专家小组进行审查，以确保清晰度和完整性。研究结果将通过学术出版物以及教育从业者和广大公众的场所传播。该项目的结果将有可能直接影响 K-12 教育的人工智能课程和工具开发。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。