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Cited by 373Teaching and Learning ProgrammingArtificial Intelligence in EducationGender and Technology in Education

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Developing Middle School Students' AI Literacy

Open access
Lee, Irene, Ali, Safinah, Zhang, Helen, DiPaola, Daniella, Breazeal, Cynthia·2021·Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
DOI 10.1145/3408877.3432513
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Abstract

In this experience report, we describe an AI summer workshop designed to prepare middle school students to become informed citizens and critical consumers of AI technology and to develop their foundational knowledge and skills to support future endeavors as AI-empowered workers. The workshop featured the 30-hour "Developing AI Literacy" or DAILy curriculum that is grounded in literature on child development, ethics education, and career development. The participants in the workshop were students between the ages of 10 and 14; 87% were from underrepresented groups in STEM and Computing. In this paper we describe the online curriculum, its implementation during synchronous online workshop sessions in summer of 2020, and preliminary findings on student outcomes. We reflect on the successes and lessons we learned in terms of supporting students' engagement and conceptual learning of AI, shifting attitudes toward AI, and fostering conceptions of future selves as AI-enabled workers. We conclude with discussions of the affordances and barriers to bringing AI education to students from underrepresented groups in STEM and Computing.

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  • Previous research that incorporated ethical considerations such as algorithmic bias and ethical design of recommender systems into AI and Ethics curricula found that students were able to engage with these concepts.

    “Previous research that incorporated ethical considerations such as algorithmic bias and ethical design of recommender systems into AI and Ethics curricula found that students were able to engage with these concepts (Lee et al., 2021).”

    From Using digital story writing as a pedagogy to develop AI literacy among primary students (2022) · cites this paper as Lee et al., 2021

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Metadata

Authors
Lee, I., Ali, S., Zhang, H., DiPaola, D., & Breazeal, C.
Affiliations
  • Massachusetts Institute of Technology (US)
  • Boston College (US)
ORCID
Venue
Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
Publisher
ACM
Published
2021-03-03
Pages
191-197
DOI
10.1145/3408877.3432513
OpenAlex
W3135354507
Cited by
373
References
2
Citations by year
2026: 97 · 2025: 108 · 2024: 90 · 2023: 44 · 2022: 28 · 2021: 6
FWCI
42.95
Type
conference paper
Language
en
Open access
Licence
Locations
  • ACM Technical Symposium on Computer Science Education (SIGCSE) (publishedVersion, cc-by)
  • DSpace@MIT (Massachusetts Institute of Technology) (submittedVersion, cc-by-nc)
Funders
National Science Foundation (2022502)
Topics
  • Physical Sciences › Computer Science › Computer Science Applications › Teaching and Learning Programming
  • Social Sciences › Education › Artificial Intelligence in Education
  • Social Sciences › Gender Studies › Gender and Technology in Education
Keywords
AI literacy, junior high school students, artificial intelligence in education, summer workshop, informed citizenship, ethics education, career development, underrepresented groups in STEM, computing education, online curriculum, student engagement, attitudes toward AI, future self, child development

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