An Exploratory Analysis of In-Service Middle School Teachers’ Teaching Practices when Introducing Artificial Intelligence Concepts and the Emergence of Culturally Responsive Pedagogy
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Key to the advancement of Artificial Intelligence (AI) Literacy is the identification of teaching practices used to advance youth understanding of AI concepts. AI curricula and teacher professional development have become increasingly accessible, yet little is known about in-service teachers' AI pedagogy in the classroom. We report findings from a 2-year longitudinal exploratory study of classroom AI teaching practices from 5 in-service middle school teachers. Results from a mixed-method analysis of interviews and surveys suggest that teaching practices initially emphasized AI technical content, yet the more effective second year practices focused on making AI concepts relevant using Culturally Responsive Pedagogy.
