Year: 2024
Type: conference-paper
Abstract: Artificial intelligence (AI) is significantly impacting how we live, and the increased capabilities of generative AI applications have positioned AI firmly in the public domain. There is a growing interest in what AI might look like as a subject within the K-12 curriculum, whilst research on teachers’ readiness for teaching AI is as yet limited. This paper describes a qualitative study investigating teachers’ readiness to teach AI in secondary education. The interview study involved eight computing teachers with varying teaching experiences. We used reflexive thematic analysis for themes development. Findings suggest several indicators of teachers’ readiness, including attitudes, prior AI experience, professional development, and access to quality resources. This paper contributes to ongoing debates about how to best support teachers to be ready to teach AI effectively at the school level.
Authors: Salomey Afua Addo, Sue Sentance
Institution: University of Cambridge
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4404098908