RAPID: Artificial Intelligence Curriculum and K-12 Teacher Agency: Barriers and Opportunities

人工智能驱动的工具有可能改变正规和非正规环境中的教育。人工智能在解决教育挑战方面的巨大潜力迫切需要描述K-12教育如何安全，道德和公平地利用这些强大的工具。虽然人工智能在教育领域的应用正在发生巨大而迅速的变化，但人们对K-12教育工作者与人工智能的互动以及新开发的工具和课程将如何被接受并整合到课堂中知之甚少。K-12教师是关键的利益相关者，他们对AI工具的理解、意见和参与意愿将是AI在K-12教育中取得成功的重要因素。如果没有从根本上了解K-12教师的意见和与教育中的人工智能相关的机构，那么就有可能对工具，培训和课程进行投资，而这些工具，培训和课程根本无法满足需求或解决教师的担忧。该项目通过从全国K-12教师样本中收集调查数据来解决这一知识差距，以指导人工智能工具和课程的开发。本提案是对亲爱的同事信（DCL）的回应：在正式和非正式环境中快速加速人工智能在K-12教育中的研究（NSF 23-097），并由学生和教师创新技术经验（ITEST）计划资助，该计划支持建立对实践，计划元素，背景过程有助于增加学生对科学，技术，工程和数学（STEM）以及信息和通信技术（ICT）职业的知识和兴趣。研究人员将制定和完善一项调查，全国K-12教师1000人。该项目调查了整体研究问题：K-12教师如何看待人工智能教育及其对劳动力的影响？该项目利用生态代理模型来开发关于AI工具和课程采用的调查。调查将包括量化措施和开放式问题，并将通过认知访谈加以完善，由一个专家小组进行审查，以确保清晰和完整。研究成果将在学术出版物中传播，并通过各种渠道传播给教育工作者和广大公众。该项目的成果将有可能直接影响K-12教育的人工智能课程和工具开发。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

AI-powered tools have the potential to transform education, both in formal and informal settings. The immense potential for AI to address challenges in education has created an urgent need to characterize how K-12 education may leverage these powerful tools safely, ethically, and equitably. While the AI in education landscape is changing drastically and rapidly, little is known about K-12 educators' engagement with AI and how newly developed tools and curriculum will be received and integrated into classrooms. K-12 teachers are critical stakeholders whose understanding, opinions, and willingness to engage with AI tools will be important factors in the success of AI in K-12 education. Without fundamentally understanding K-12 teacher opinions and agency related to AI in education, there is risk of making investments in tools, training, and curricula that simply do not meet the needs or address the concerns of the teachers who will implement them. This project addresses this knowledge gap by collecting survey data from a national sample of K-12 teachers to guide the development of AI tools and curriculum. This proposal was received in response to the Dear Colleague Letter (DCL): Rapidly Accelerating Research on Artificial Intelligence in K-12 Education in Formal and Informal Settings (NSF 23-097), and funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.Researchers will develop and refine a survey to be distributed to approximately 1,000 K-12 teachers nationally. The project investigates the overall research question: How do K-12 teachers perceive AI education and its impacts on the workforce? The project leverages an ecological agency model to develop the survey about AI tool and curriculum adoption. The survey will include both quantitative measures and open-response questions and will be refined through cognitive interviews and reviewed by an expert panel to ensure clarity and completeness. Research results will be disseminated in scholarly publications, as well as through venues that will reach educational practitioners and the public at large. The project results will have the potential to directly impact AI curriculum and tool development for K-12 education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.