Examining Learning Opportunities for Integrating AI Education in English Language Art Classrooms

Abstract

We conducted a co-design study with high school ELA teachers to investigate their perspectives in the integration of a technology-enhanced AI curriculum. The teachers explored the AI and text mining activities and reflected on them from teaching and learning perspectives. The findings of this study suggest that building models with texts positioned ELA teachers as experts in AI teaching and they were empowered to identify existing learning resources and opportunities in ELA classrooms that could be leveraged in integrating AI learning in their classrooms.