Artificial Intelligence is at the top of the agenda for education leaders, scientists, technologists and policy makers in educating the next generation across the globe. Beyond applying AI in daily life applications and educational tools, understanding how to learn and teach AI is increasingly important. Despite these emerging technology breakthroughs, AI learning is still new to educators especially to K-16 teachers. There is a lack of evidence-based studies that inform them about AI learning, including design principles for building a set of curriculum content, and pedagogical approaches as well as technological tools. Teaching AI concepts and techniques from programming languages and developmentally appropriate learning tools (e.g., robotics, serious games, software, intelligent agents) across different education levels emerged in recent years. The primary purpose of this book is to respond to the need to conceptualize the emerging term “AI literacy” and investigate how to teach and learn AI in K-16 education settings.
This book examines different aspects of learning artefacts, pedagogies, content knowledge and assessment methods of AI literacy education, from theoretical discussions to practical recommendations for curriculum and instructional design. An exhaustive summary of current evidence with examples is illustrated in this book, as well as cutting-edge research that serves as an AI literacy model for different countries’ contexts. Part I, “Conceptualizing AI literacy”, provides a detailed discussion on the development of the concepts and frameworks on AI literacy education, discusses the differences and similarities between AI in education (AIED) and AI literacy education, and illustrates the reasons why K-16 students need to learn AI. These concepts are brought together in Part II, “K-16 AI literacy education” to further summarize the pedagogies, learning content, learning tools and assessment methods to inform K-16 educators how to design their AI instruction at each education level. After that, part III “AI literacy for instructional designers” explores how instructional designers (i.e., AI developers and teachers) prepare themselves to become ready to design developmentally appropriate tools, platforms, services and curricula to empower students with AI literacy skills.
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Part I Conceptualizing AI Literacy |
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3 | (6) |
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1.1 Key Inquiry Questions |
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4 | (1) |
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5 | (4) |
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7 | (2) |
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2 AI Education and AI Literacy |
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9 | (12) |
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2.1 A Historical Perspective |
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10 | (1) |
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2.2 AI Education Versus AI Literacy |
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11 | (4) |
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2.2.1 Artificial Intelligence in Education |
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11 | (2) |
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2.2.2 Artificial Intelligence Literacy |
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13 | (1) |
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2.2.3 Similarities and Differences Between AIED and AI Literacy |
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14 | (1) |
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15 | (6) |
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17 | (4) |
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21 | (10) |
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3.1 AI for Living, Workplace, Learning, and Societal Good |
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21 | (3) |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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3.1.4 AI for Societal Good |
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24 | (1) |
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3.2 Benefits of AI Literacy for Different Educational Levels |
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24 | (3) |
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24 | (1) |
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3.2.2 Primary and Secondary Education |
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25 | (1) |
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3.2.3 Noncomputer Science University Students |
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26 | (1) |
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27 | (4) |
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27 | (4) |
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4 The Landscape of AI Literacy |
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4.1 AI Literacy as a Twenty-First Century Skill |
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31 | (1) |
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4.2 Emerging Frameworks for AI Literacy Education |
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32 | (5) |
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4.2.1 Competencies and Design Considerations |
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33 | (1) |
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4.2.2 The Five "Big Ideas" About AI |
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33 | (3) |
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4.2.3 Other Review Papers in AI Literacy Education |
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36 | (1) |
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4.3 Rising Publications on AI Literacy Education |
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37 | (4) |
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4.3.1 AI Literacy Education for K-12 Students |
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39 | (1) |
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4.3.2 AI Literacy Education for Noncomputer Science University Students |
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40 | (1) |
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4.4 New Education Policies on AI Literacy Across the Globe |
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41 | (2) |
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4.5 Our Three Proposals of AI Literacy Educational Frameworks (Bloom's, TPACK, P21) |
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43 | (12) |
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4.5.1 AI Literacy and Bloom's Taxonomy |
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43 | (3) |
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4.5.2 AI Literacy and TPACK Framework |
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46 | (5) |
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4.5.3 AI Literacy and P21's Framework for the 21st Century Learning |
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51 | (4) |
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55 | (8) |
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56 | (7) |
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Part II K-16 AI Literacy Education |
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5 AI Literacy Education in Early Childhood Education |
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63 | (12) |
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64 | (1) |
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64 | (2) |
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5.3 Results and Discussion |
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66 | (5) |
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71 | (4) |
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73 | (2) |
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6 AI Literacy Education in Primary Schools |
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75 | (12) |
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76 | (1) |
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6.2 Results and Discussion |
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77 | (6) |
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83 | (4) |
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84 | (3) |
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7 AI Literacy Education in Secondary Schools |
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87 | (12) |
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88 | (1) |
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7.2 Results and Discussion |
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88 | (7) |
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95 | (4) |
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96 | (3) |
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8 AI Literacy Education for Nonengineering Undergraduates |
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99 | (20) |
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100 | (2) |
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100 | (2) |
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102 | (1) |
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8.2 Results and Discussion |
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102 | (12) |
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114 | (5) |
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115 | (4) |
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Part III AI Literacy for Instructional Designers |
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9 AI Literacy on Human-Centered Considerations |
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119 | (12) |
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120 | (1) |
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9.2 Needs of HCAI in Educational Fields |
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120 | (1) |
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9.3 Key Elements of Human-Centered Considerations |
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9.3.1 Human Factor Designs and Values |
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121 | (1) |
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9.3.2 Reflect Human Intelligence |
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9.3.3 Ethical and Responsible Design |
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122 | (1) |
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9.3.4 AI Under Human Control and Under Human Conditions |
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123 | (2) |
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125 | (6) |
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9.4.1 Knowing Learners' Backgrounds |
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125 | (1) |
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9.4.2 Knowing Learners' Interests and Motivation |
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126 | (1) |
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9.4.3 Knowing Students' Learning Progress |
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127 | (1) |
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9.4.4 Parental Involvement |
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127 | (1) |
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128 | (3) |
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10 AI Literacy from Educators' Perspectives |
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131 | (10) |
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10.1 Understanding Teachers' AI Digital Competencies |
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131 | (2) |
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10.2 Essential AI Digital Competencies for Educators (P21) |
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133 | (4) |
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137 | (4) |
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137 | (4) |
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11 Summary and Conclusions |
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143 | (1) |
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11.2 For Higher Education Faculty |
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144 | (1) |
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145 | (1) |
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146 | (1) |
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11.5 Researchers and Developers |
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147 | (1) |
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148 | |
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Dr. Samuel Kai Wah Chu is an Associate Professor at the Faculty of Education, The University of Hong Kong (HKU). He has obtained 2 PhDs in Education one focusing on e-Learning from University College London, Institute of Education (2017) and another one focusing on Information and Library Science from HKU (2005). His areas of expertise include AI literacy, gamified learning, 21st Century Skills, and Social Media in Education. He has been involved in over 70 research projects with a total funding of US$ 9,391,342. He has published more than 400 articles and books, with over 100 of them appearing in international academic journals. Furthermore, Dr. Chu is the Co-Founder and Co-Editor for the journal Information and Learning Sciences. He is also a Member of the Humanities and Social Sciences Panel of the Research Grants Council of HK. He has received many awards including the Faculty Outstanding Researcher Award in 2013, Facultys Knowledge Exchange Award in 2016 and Excellent Health Promotion Project Award from Food and Health Bureau in 2017. He's ranked among the top 2% of scholars in 2 research areas: Information & Library Sciences and Education (PLoS Biol 18(10), 2020, a study by Stanford University), and achieved an h-index of 39 over the years. He has been a Consultant for UNESCO Bangkok, Education Bureau, Oxford University Press, Pearson Education Asia, and is currently serving as the ASIS&T Director of Chapter Assembly (2020-2021). He is also an Advisor for EdTech startups at HK Science and Technology Parks and the Founding Chairman of Academy 22 Education for All Foundation. One of his advisory companies is now valued at $0.3 billion HK.
Mr. Davy Tsz Kit Ng is the IT Panel Convener at local secondary school in Hong Kong and a PhD candidate in the Faculty of Education, the University of Hong Kong. He holds a MEd Educational Psychology, BS Computer Science and Postgraduate in IT Education from the Chinese University of Hong Kong (CUHK). His research interests lie in the areas of AI literacy, Metaverse education, STEM Education and technology-enhanced pedagogic innovation. It is informed by recent research on defining AI literacy, online learning, motivational practices to learn STEM via flight simulators. He is serves as PIs in various projects about aviation education, flipped music classroom, AI literacy education among K-12 students, and supporting non-Chinese children to learn bilingually. He has been a Chief Technology Officer in A22 Foundation, Committee Member of HK FlippEducators, HK
Tertiary Putonghua Recitation Society, HK Air Cadet Corps (CUHK) and a Mathematics education research group at the Education University of Hong Kong.
Dr. Jac Ka Lok Leung is a lecturer at the Division of Integrative Systems and Design, Hong Kong University of Science and Technology (HKUST). He received the B.Eng. degree in mechanical engineering from Hong Kong Polytechnic University in 2008, the M.Sc. degree in environmental engineering from the Hong Kong University of Science and Technology in 2012, and the Ed.D. (Doctor) degree in education from The University of Hong Kong in 2021. He has been an Education Development Manager with the Center for Education Innovation, HKUST. He has eight years of combined teaching, training, and research expertise as an instructor in first-year engineering courses and a professional skills trainer in mentorship and student-led programs. His research interests include fostering first-year engineering students learning motivations, measurement and assessment of active learning courses, and promoting the maker culture in engineering.
Ms. Maggie Jiahong Su is currently a PhD candidate in the Faculty of Education at University of Hong Kong. Her research interests focus on educational technology, AI, and STEM in early childhood education. Her recent work focuses on AI in early childhood education and had previously taught early coding and AI courses to kindergarten students in Mainland China.
Ms. Iris Heung Yue Yim was an investment bank professional for over fifteen years in Hong Kong. During the past few years, her focus has shifted on education and research of parents, families and children in private and agency settings. She sits on the board of two family bonding related NGOs and business, and helps the Contemporary Art and Digital Art program for special needs children. Living in the information age, Iris finds a need for ongoing learning in this rapid pace of the digital world. She keeps on further equipping herself with fresh knowledge, discovering new things and developing new skills. Through these roles, she has used her business practices and experience in promoting the education of, and diffused the knowledge and skills in helping to promote a happy, effective and comprehensive learning for children and family in the community. As an active mother of three, she enjoys parenthood which gives her opportunities to understand the growing and learning needs of her children as well as share love, respect and compassion with them. Recently, she taught primary school students AI literacy and design related learning materials.
Ms. Maggie Shen Qiao is currently pursuing the PhD degree with the Faculty of Education, The University of Hong Kong, Hong Kong. Her research interests include technology-supported literacy instructions, gamification, and game-based learning.
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