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Cited by 131Artificial Intelligence in EducationDigital literacy in educationTeaching and Learning Programming

Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings

Vazhayil, Anu, Shetty, Radhika, Bhavani, Rao R., Akshay, Nagarajan·2019·2019 IEEE Tenth International Conference on Technology for Education (T4E)
DOI 10.1109/t4e.2019.00021
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Abstract

The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and post-training perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and game-based approaches in the classroom to introduce AI, among other findings.

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Crossref · 10.1109/t4e.2019.00021

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34 of 34 references verified0 citation errors · 0 not checkable

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  • Five courses (50%) provided access to some form of programming environment.

    “Another finding is that five courses (50%) provided access to some form of programming environment, whether in computer labs within institutions (e.g., Vazhayil et al., 2019) or in sandbox programming environments in the digital world (e.g., Rodríguez-García et al., 2020).”

    From Artificial intelligence literacy in higher and adult education: A scoping literature review (2022) · cites this paper as Vazhayil et al., 2019

  • Teaching challenges for AI literacy include insufficient funding, immature AI curricula, tools and evaluation methods, and technical concerns about whether schools' internet infrastructure is ready for students to compile AI-enabled algorithms and applications.

    “They also need to consider various teaching challenges such as insufficient funding, immature AI curricula, tools and evaluation methods (Gong et al., 2020), as well as technical concerns that whether their schools' internet infrastructure is ready for students to compile AI-enabled algorithms and applications (Vazhayil et al., 2019).”

    From Conceptualizing AI literacy: An exploratory review (2021) · cites this paper as Vazhayil et al., 2019

  • AI thinking refers to the construction of logic and algorithms in order to support students' understanding of how to use knowledge bases for problem-solving, processing semantics and handling unstructured data.

    “AI thinking refers to the construction of logic and algorithms in order to support students' understanding of how to use knowledge bases for problem-solving, processing semantics and handling unstructured data (Vazhayil et al., 2019).”

    From Conceptualizing AI literacy: An exploratory review (2021) · cites this paper as Vazhayil et al., 2019

  • Four articles discussed how learning programs could strengthen teacher preparation especially for those without prior knowledge so that they could incorporate AI literacy into school curricula.

    “From the review, four articles discussed how learning programs could strengthen teacher preparation especially for those without prior knowledge so that they could incorporate AI literacy into school curricula (Vazhayil et al., 2019;Xu, 2020).”

    From Conceptualizing AI literacy: An exploratory review (2021) · cites this paper as Vazhayil et al., 2019

  • Teacher candidates need greater awareness and more informed perceptions of AI.

    “Research has demonstrated that teacher candidates need a greater awareness and more informed perceptions of AI (Vazhayil et al., 2019).”

    From Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency (2026) · cites this paper as Vazhayil et al., 2019

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Authors
Vazhayil, A., Shetty, R., Bhavani, R. R., & Akshay, N.
Affiliations
Amrita Vishwa Vidyapeetham (IN)
ORCID
Akshay, Nagarajan
Venue
2019 IEEE Tenth International Conference on Technology for Education (T4E)
Publisher
IEEE
Published
2019-12
Volume
2019
Pages
71-77
DOI
10.1109/t4e.2019.00021
OpenAlex
W3005057438
Cited by
131
References
34
Citations by year
2026: 11 · 2025: 33 · 2024: 38 · 2023: 14 · 2022: 19 · 2021: 10 · 2020: 6
FWCI
6.97
Type
conference paper
Language
en
Open access
closed
Licence
Locations
  • IEEE International Conference on Technology for Education (T4E) (publishedVersion)
  • IEEE Conference Proceedings
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Physical Sciences › Computer Science › Information Systems › Digital literacy in education
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
Keywords
artificial intelligence in education, teacher professional development, AI literacy, teacher perceptions, educational infrastructure, pedagogy, game-based learning, peer teaching, Indian schools

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