Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study

Zhang, H., Lee, I., Ali, S., DiPaola, D., Cheng, Y., & Breazeal, C. (2023). Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study. International Journal of Artificial Intelligence in Education, 33(2), 290–324. https://doi.org/10.1007/s40593-022-00293-3 

Submitted by John Cruz

Summary:

    The "Developing AI Literacy" (DAILy) curriculum functions as the focus of this study to evaluate its effectiveness for teaching middle school students about AI literacy. The curriculum structure combines knowledge about AI technical processes with ethical considerations of AI impacts on society alongside instruction about AI career paths and personal connections to AI. Zhang et. al, (2022) implemented DAILy through virtual summer workshops for 25 middle school students who belong to underrepresented STEM/CS groups. The online delivery system utilized Zoom and Google Classroom for teaching sessions because of pandemic restrictions. Students participated in practical Pastaland decision tree exercises and neural network simulations while they explored generative AI applications in arts and media and societal effects. The curriculum structure untied technical learning with ethical investigations and career exploration through activities that applied AI concepts to students' real experiences.

    The researches collected data through pre/post-tests (AI Concept Inventory) along with attitude and career surveys, student presentations, observations, and interviews. The research reveals important findings which show that students developed notable understandings about AI concepts including supervised learning and logic systems. Students successfully recognized machine learning bias while showing understanding of methods to reduce it. Students now view AI as a field which combines personal life experiences with professional opportunities and societal influences and technical subject matter. The participants gained better understanding about AI-related job opportunities.

    The co-development of the curriculum between AI researchers and experienced educators remains significant because it shapes the educational framework for the future. The upcoming modifications will add predictive scenario examples to the curriculum while requiring students to implement AI ethical principles for addressing community problems. The research study points out that participant selection was not random and the student population was particular to this study. The DAILy curriculum teaches fundamental AI literacy elements that include ethical and career aspects to middle school students while demonstrating why sociotechnical viewpoints should be integrated in early AI education programs.

 Review:

    

    The article proposes that future public education systems teach AI literacy to K-12 students with middle school being the essential time for AI understanding development. Public education must teach AI technical aspects while simultaneously teaching ethical, societal, and career implications to prepare students for AI system consumption, creation, and evaluation. Students must learn to critically evaluate the issues of bias, privacy, security, and digital content authenticity because AI technology will continue to penetrate all aspects of daily life. The development of these skills enables students to adapt to AI-driven changes in their workplace and society which prepares them for future careers and makes them better citizens in an AI-affected world.