Eguchi Amy, Okada Hiroyuki, Muto Yumiko
Department of Education Studies, University of California San Diego, 9500 Gilman Drive #0070, La Jolla, CA 92093-0070 USA.
Brain Science Institute, Graduate School of Engineering, Graduate School of Brain Sciences, Tamagawa University, 6-1-1 Tamagawagakuen, Machida, Tokyo, 194-8610 Japan.
Kunstliche Intell (Oldenbourg). 2021;35(2):153-161. doi: 10.1007/s13218-021-00737-3. Epub 2021 Aug 6.
AI has become ubiquitous in our society, accelerated by the speed of the development of machine learning algorithms and voice and facial recognition technologies used in our everyday lives. Furthermore, AI-enhanced technologies and tools are no strangers in the field of education. It is more evident that it is important to prepare K-12 population of students for their future professions as well as citizens capable of understanding and utilizing AI-enhanced technologies in the future. In response to such needs, the authors started a collaborative project aiming to provide a K-12 AI curriculum for Japanese students. However, the authors soon realized that it is important to contextualize the learning experience for the targeted K-12 students. The paper aims at introducing the idea of contextualizing AI education and learning experience of K-12 students with examples and tips using the work-in-progress version of the contextualized curriculum using culturally responsive approaches to promote the awareness and understanding of AI ethics among middle school students.
在机器学习算法以及我们日常生活中使用的语音和面部识别技术的快速发展推动下，人工智能在我们的社会中已变得无处不在。此外，人工智能增强技术和工具在教育领域也并不陌生。更明显的是，让从幼儿园到12年级的学生为未来职业做好准备，并培养他们成为未来能够理解和使用人工智能增强技术的公民，这一点很重要。为满足此类需求，作者们启动了一个合作项目，旨在为日本学生提供从幼儿园到12年级的人工智能课程。然而，作者们很快意识到，将学习体验与目标K-12学生的实际情况相结合很重要。本文旨在通过使用情境化课程的进行中的版本，以具有文化响应性的方法为例并提供提示，介绍将人工智能教育与K-12学生的学习体验情境化的理念，以提高中学生对人工智能伦理的认识和理解。
