Abstracts
Abstract
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.
Keywords:
- AI literacy,
- teacher education,
- instructional design,
- AI education,
- generative AI
Résumé
Les enseignants qui maîtrisent l’intelligence artificielle générative (IAG) voient leur productivité et leurs capacités d’enseignement augmenter. En cette période d’évolution rapide de l’IAG, il est nécessaire d’offrir aux enseignants de réelles possibilités d’apprentissage en ce sens afin qu’ils acquièrent la confiance et l’expertise nécessaires à l’utilisation créative et réfléchie de ces technologies. Cet article présente un cas de figure illustrant l’acquisition par des enseignants en formation initiale et en poste de connaissances, de compétences et de l’état d’esprit nécessaires pour enseigner et créer à partir des outils d’intelligence artificielle. Nous avons analysé le programme ainsi que le type d’enseignement et d’évaluation d’un cours de premier cycle en conception et production multimédia, avec l’objectif d’étudier les pratiques professionnelles à partir d’une méthode d’auto-évaluation. Trente-cinq enseignants ont participé à des activités d’apprentissage par l’expérience axées sur le développement d’une culture de l’intelligence artificielle (IA), parallèlement à une collaboration en vue de la rédaction d’un manuel en libre accès, intitulé Teaching and Creating With Generative Artificial Intelligence (Enseigner et créer avec l’intelligence artificielle générative). Le cadre SAIL (Student Artificial Intelligence Literacy) a été créé pour favoriser un accès équitable et inclusif aux avantages éducatifs offerts par l’IA. SAIL facilite l’apprentissage de l’intelligence artificielle grâce à une implication dans le programme d’études et à trois types d’interactions distinctes : cognitive, socioémotionnelle et guidée par l’enseignant. À partir des leçons tirées de la pandémie de COVID-19 concernant les problèmes de formation à la technologie des enseignants au Canada, cinq recommandations sont proposées pour faciliter l’intégration réelle de la connaissance de l’IA dans les programmes de formation des enseignants.
Mots-clés :
- éducation à l’IA,
- littératie en IA,
- IA générative,
- conception pédagogique,
- formation des enseignants
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Appendices
Biographical notes
Paula MacDowell is an Assistant Professor in the Department of Curriculum Studies at the University of Saskatchewan in Canada. Her area of specialization is using extended reality (XR) and AI to empower people to learn, connect, and create in meaningful ways. She is recognized for her research in educational technology and design for pro-social and environmental change. Email: paula.macdowell@usask.ca ORCID: https://orcid.org/0000-0002-5456-5571
Kristin Moskalyk is an Instructional Designer and Ph.D. student in the College of Education at the University of Saskatchewan in Canada, specializing in educational technology and design. With expertise in enhancing education through innovative methodologies, her research focuses on integrating AI-adaptive algorithms into virtual reality to personalize the learning experience. Email: khl589@mail.usask.ca ORCID: https://orcid.org/0009-0008-4502-0618
Katrina Korchinski holds a Master of Education specializing in educational technology and design (ETAD). Her research interest centres on supporting secondary student writing using AI tools. She has worked as a secondary English language arts and history teacher for 17 years. Email: kaw264@mail.usask.ca ORCID: https://orcid.org/0009-0008-8866-2127
Dirk Morrison is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan in Canada. His research interests include instructional design, distance and e-learning, educational technology in higher education, non-formal and informal online learning environments, and the effects of information and communications technology (ICT) on culture and society. Email: dirk.morrison@usask.ca ORCID: https://orcid.org/0000-0002-6402-2204
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