AI in and for K-12 Informatics Education. Life after Generative AI.
| dc.contributor.author | Barendsen, Erik | en |
| dc.contributor.author | Lonati, Violetta | en |
| dc.contributor.author | Quille, Keith | en |
| dc.contributor.author | Altin, Rukiye | en |
| dc.contributor.author | Divitini, Monica | en |
| dc.contributor.author | Hooshangi, Sara | en |
| dc.contributor.author | Karnalim, Oscar | en |
| dc.contributor.author | Kiesler, Natalie | en |
| dc.contributor.author | Melton, Madison | en |
| dc.contributor.author | Suero Montero, Calkin | en |
| dc.contributor.author | Morpurgo, Anna | en |
| dc.date.accessioned | 2025-01-09T17:37:32Z | en |
| dc.date.available | 2025-01-09T17:37:32Z | en |
| dc.date.issued | 2024-12-05 | en |
| dc.date.updated | 2025-01-01T08:52:59Z | en |
| dc.description.abstract | The use and adoption of Generative AI (GenAI) has revolutionised various sectors, including computing education. However, this narrow focus comes at a cost to the wider AI in and for educational research. This working group aims to explore current trends and explore multiple sources of information to identify areas of AI research in K-12 informatics education that are being underserved but needed in the post-GenAI AI era. Our research focuses on three areas: curriculum, teacher-professional learning and policy. The denouement of this aims to identify trends and shortfalls for AI in and for K-12 informatics education. We will systematically review the current literature to identify themes and emerging trends in AI education at K-12. This will be done under two facets, curricula and teacher-professional learning. In addition, we will conduct interviews and surveys with educators and AI experts. Next, we will examine the current policy (such as the European AI Act, and European Commission guidelines on the use of AI and data in education and training as well as international counterparts). Policies are often developed by both educators and experts in the domain, thus providing a source of topics or areas that may be added to our findings. Finally, by synthesising insights from educators, AI experts, and policymakers, as well as the literature and policy, our working group seeks to highlight possible future trends and shortfalls. | en |
| dc.description.version | Published version | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.doi | https://doi.org/10.1145/3649409.3691073 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/124017 | en |
| dc.language.iso | en | en |
| dc.publisher | ACM | en |
| dc.rights | In Copyright | en |
| dc.rights.holder | The author(s) | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.title | AI in and for K-12 Informatics Education. Life after Generative AI. | en |
| dc.type | Article - Refereed | en |
| dc.type.dcmitype | Text | en |