TY - GEN
T1 - Developing Middle School Students' AI Literacy
AU - Lee, Irene
AU - Ali, Safinah
AU - Zhang, Helen
AU - Dipaola, Daniella
AU - Breazeal, Cynthia
N1 - Publisher Copyright:
© 2021 Owner/Author.
PY - 2021/3/3
Y1 - 2021/3/3
N2 - In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy"or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing.
AB - In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy"or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing.
KW - computational thinking
KW - computing education
KW - machine learning education
UR - http://www.scopus.com/inward/record.url?scp=85103335163&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85103335163&partnerID=8YFLogxK
U2 - 10.1145/3408877.3432513
DO - 10.1145/3408877.3432513
M3 - Conference contribution
AN - SCOPUS:85103335163
T3 - SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
SP - 191
EP - 197
BT - SIGCSE 2021 - Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
PB - Association for Computing Machinery, Inc
T2 - 52nd ACM Technical Symposium on Computer Science Education, SIGCSE 2021
Y2 - 13 March 2021 through 20 March 2021
ER -