Overview

This book draws attention to the unexamined link between building teaching capacity in AI literacy teaching and developing students’ essential AI literacy skills. The book provides diverse perspectives on the state of AI literacy education research. It explores essential design principles of literacy curriculum and presents strategies to prepare teachers in developing capacities to design and teach AI-empowered curriculum in order to maximize the impact on student learning. This book is intended to be used by K-12 teachers, teacher educators, university faculty, preservice teachers and professional development providers.

Full Product Details

9783032235695

Table of Contents

Reviews

Author Information

Dr. Irina Lyublinskaya is a Professor of Mathematics and Education at Teachers College, Columbia University, New York. She holds Ph.D. in Theoretical and Mathematical Physics from the Leningrad State University,Russia.Shetaughthighschoolanduniversity mathematics and science for 40 years. She is a recipient of various awards, including Radioshack/Tandy Prize for Teaching Excellence in Mathematics, Science, and Computer Science, NSTA Distinguished Science Teaching Award and citation, Education’s Unsung Heroes Award for innovation in the classroom, and NSTA Vernier Technology Award. Her research interests are in the areas of AI literacy, STEM education, teacher education, curriculum development, and international comparative education. She authored/co-authored 23 books, 16 book chapters, andover 100 peer-reviewed papers and proceedings in these fields.   Dr. Xiaoxue Du is the Senior Program Officer for AI Innovation & Access at the Bill & Melinda Gates Foundation. Her background includes work with a leading consulting firm on AI-enabled product strategy and digital transformation, as well as research and teaching experience at the MIT MediaLabfocusedonAIliteracy and human–AI interaction. Dr. Du’s academic work centers on helping learners and educators understand and responsibly engage with emerging AI systems. She earned her doctorate from Teachers College, Columbia University, where she used mixed-methods approaches to study complex sociotechnical systems.

Tab Content 6

Countries Available