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From Lecture Hall to Homeroom: Co-Designing an AI Elective with Middle School CS Teachers.

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Bibliographic Details
Title: From Lecture Hall to Homeroom: Co-Designing an AI Elective with Middle School CS Teachers.
Authors: Gelder, William, Yu, Xueru, Touretzky, David, Gardner-McCune, Christina, Uchidiuno, Judith
Source: International Journal of Artificial Intelligence in Education (Springer Science & Business Media B.V.); Dec2025, Vol. 35 Issue 4, p1749-1792, 44p
Subject Terms: MIDDLE schools, TEACHER collaboration, TECHNOLOGICAL literacy, TECHNOLOGY education, CURRICULUM planning, TEACHER training, PARTICIPATORY design, STUDENT engagement
Geographic Terms: UNITED States
Abstract: Middle School students in the United States are exposed to an unprecedented number of AI-driven consumer products. This exposure demands that educators help students develop their personal understandings of these technologies to engage with them responsibly. Designing age-appropriate AI curricula for middle school students calls for collaboration and partnership between computer and learning scientists, as well as middle school teachers. Over a 3-year period, we co-designed and successfully implemented an AI education curriculum across 9 geographically and economically diverse schools, offering it to a total of 1551 students. Drawing from our analyses of the curriculum and teacher and student experiences, we propose an effective format for teaching, assessing, and implementing fundamental AI education for middle school settings in the United States. Our research also highlights the value of empowering teachers through co-design; enriching their professional development and improving students' AI literacy. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Artificial Intelligence in Education (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Complementary Index
Description
Abstract:Middle School students in the United States are exposed to an unprecedented number of AI-driven consumer products. This exposure demands that educators help students develop their personal understandings of these technologies to engage with them responsibly. Designing age-appropriate AI curricula for middle school students calls for collaboration and partnership between computer and learning scientists, as well as middle school teachers. Over a 3-year period, we co-designed and successfully implemented an AI education curriculum across 9 geographically and economically diverse schools, offering it to a total of 1551 students. Drawing from our analyses of the curriculum and teacher and student experiences, we propose an effective format for teaching, assessing, and implementing fundamental AI education for middle school settings in the United States. Our research also highlights the value of empowering teachers through co-design; enriching their professional development and improving students' AI literacy. [ABSTRACT FROM AUTHOR]
ISSN:15604292
DOI:10.1007/s40593-024-00449-3