From Automation to Integration: Designing Opportunities for Students and Teachers to Act Skillfully Around AI in Existing K-12 Subjects
Karl-Emil Kjær Bilstrup, L. C. Connelly, Line Have Musaeus, Magnus Høholt Kaspersen, Marianne Graves Petersen
Abstract
The proliferation of AI has implications for existing subjects taught in K-12 education, but unreflected integration of AI risks disempowering teachers and students. To address this, we explore how AI technologies and methods can interplay with the knowledge and skills in mathematics and first language subjects. Over several months, we co-designed and developed educational tools and activities around AI technologies and methods at three schools (two elementary schools and one high school) with nine teachers who integrated the activities and tools into their classroom teaching. Based on analysis of lesson plans, classroom observations, and teacher interviews, we describe how teachers and students used subject knowledge and skills to engage with AI and AI technologies and methods to become more skillful in the subject. Last, we discuss how to design opportunities for skillful acting around AI in K-12 subjects and argue for designing different AI tools for different subjects.