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Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI
Volume 23, Issue 2 (2024), pp. 323–360
Juho Kahila   Henriikka Vartiainen   Matti Tedre   Eetu Arkko   Anssi Lin   Nicolas Pope   Ilkka Jormanainen   Teemu Valtonen  

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https://doi.org/10.15388/infedu.2024.15
Pub. online: 6 June 2024      Type: Article     

Published
6 June 2024

Abstract

The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.

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Open access article under the CC BY license.

Keywords
artificial intelligence machine learning sociocultural theory data agency participatory learning curriculum co-design distributed scaffolding design-oriented pedagogy pedagogy K–12 schoolchildren

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INFORMATICS IN EDUCATION

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