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Preparing Educators to Teach and Create with Generative Artificial Intelligence

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  • المؤلفون: Paula MacDowell (ORCID Paula MacDowell (ORCID 0000-0002-5456-5571); Kristin Moskalyk (ORCID Kristin Moskalyk (ORCID 0009-0008-4502-0618); Katrina Korchinski (ORCID Katrina Korchinski (ORCID 0009-0008-8866-2127); Dirk Morrison (ORCID Dirk Morrison (ORCID 0000-0002-6402-2204)
  • اللغة:
    English
  • المصدر:
    Canadian Journal of Learning and Technology. 2024 50(4).
  • الموضوع:
    2024
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • معلومة اضافية
    • Availability:
      Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
    • Peer Reviewed:
      Y
    • المصدر:
      23
    • Education Level:
      Higher Education
      Postsecondary Education
    • الموضوع:
      Artificial Intelligence; Educational Technology; Technology Uses in Education; Teacher Competencies; Preservice Teacher Education; Inservice Teacher Education; Foreign Countries; Technological Literacy; Faculty Development
    • الموضوع:
      Canada
    • ISSN:
      1499-6677
      1499-6685
    • نبذة مختصرة :
      Teachers skilled in using generative artificial intelligence (GAI) have advantages in terms of increased productivity and augmented instructional capabilities. Alongside the rapid advancement of GAI, teachers require authentic learning opportunities to build the confidence and expertise necessary for engaging with these technologies creatively and responsibly. This article provides an illustrative case of preparing preservice and in-service teachers with the knowledge, skills, and mindsets to teach and create with GAI. Using a self-study method to investigate professional practices, we analyzed the curriculum, instruction, and assessment in an upper-level undergraduate course in multimedia design and production. Thirty-five teachers engaged in experiential activities focussed on developing artificial intelligence (AI) literacy, alongside a collaborative assignment to co-author an open-access textbook, "Teaching and Creating With Generative Artificial Intelligence." To support equitable and inclusive access to the educational benefits offered by AI, the Student Artificial Intelligence Literacy (SAIL) framework was developed. SAIL facilitates student AI literacy through curriculum engagement and three distinct types of interactions: cognitive, socio-emotional, and instructor-guided. Building on lessons learned from the COVID-19 pandemic regarding the issues with technology training for teachers in Canada, five recommendations are offered to facilitate the meaningful integration of AI literacy in teacher education programs.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2024
    • الرقم المعرف:
      EJ1453019