AI Literacy in Learning and Educational Technology
Nguyen, Andy; Shalpegin, Timofey; Lämsä, Joni; Whitehead, Ridwan (2024-12-02)
Emerald
02.12.2024
Nguyen, A., Shalpegin, T., Lämsä, J. and Whitehead, R. (2024), "AI Literacy in Learning and Educational Technology", O’Dea, X. and Ng, D.T.K. (Ed.) Effective Practices in AI Literacy Education: Case Studies and Reflections, Emerald Publishing Limited, Leeds, pp. 63-70. https://doi.org/10.1108/978-1-83608-852-320241007
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This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com.
https://creativecommons.org/licenses/by-nc/4.0/
This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com.
https://creativecommons.org/licenses/by-nc/4.0/
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:oulu-202502211772
https://urn.fi/URN:NBN:fi:oulu-202502211772
Tiivistelmä
Abstract
The growing impact of artificial intelligence (AI), especially generative AI, on education introduces both challenges and opportunities. Educators and learning technologists must be prepared to integrate and evaluate the ethical implications of these technologies in teaching. This chapter demonstrates a case study on improving AI literacy among postgraduate students in a Master’s in learning, education, and technology (LET) programme. Our reflection highlights how mindsets and attitudes towards technology influence the use of AI in education. It demonstrates that these attitudes, which are crucial for AI literacy, can be developed through self-regulated and experiential learning. To further support the integration of AI in education, we propose future research and practical efforts to investigate and improve the beliefs and mindsets that underpin AI literacy.
The growing impact of artificial intelligence (AI), especially generative AI, on education introduces both challenges and opportunities. Educators and learning technologists must be prepared to integrate and evaluate the ethical implications of these technologies in teaching. This chapter demonstrates a case study on improving AI literacy among postgraduate students in a Master’s in learning, education, and technology (LET) programme. Our reflection highlights how mindsets and attitudes towards technology influence the use of AI in education. It demonstrates that these attitudes, which are crucial for AI literacy, can be developed through self-regulated and experiential learning. To further support the integration of AI in education, we propose future research and practical efforts to investigate and improve the beliefs and mindsets that underpin AI literacy.
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