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Artificial intelligence literacy in secondary education: methodological approaches and challenges
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| dc.contributor.author | Marienko, Maiia V. | |
| dc.contributor.author | Семеріков, Сергій Олексійович | |
| dc.contributor.author | Markova, Oksana M. | |
| dc.date.accessioned | 2024-07-11T17:16:24Z | |
| dc.date.available | 2024-07-11T17:16:24Z | |
| dc.date.issued | 2024-05-06 | |
| dc.identifier.citation | Marienko M. V. Artificial intelligence literacy in secondary education: methodological approaches and challenges / Maiia V. Marienko, Serhiy O. Semerikov, Oksana M. Markova // Proceedings of the 11th Workshop on Cloud Technologies in Education (CTE 2023), Kryvyi Rih, Ukraine, December 22, 2023 / Edited by: Stamatios Papadakis // CEUR Workshop Proceedings. – 2024. – Vol. 3679. – P. 87-97. – Access mode : https://ceur-ws.org/Vol-3679/paper21.pdf | uk |
| dc.identifier.issn | 1613-0073 | |
| dc.identifier.uri | https://ceur-ws.org/Vol-3679/paper21.pdf | |
| dc.identifier.uri | http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/10373 | |
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| dc.description.abstract | Analysis of recent research and publications has shown that there is a serious problem in Ukrainian society regarding the use of artificial intelligence. The analysis of ZN.UA survey data showed that the majority of respondents do not know what artificial intelligence is and do not use it. Therefore, there are certain prejudices regarding the use of artificial intelligence in education. The concept of “artificial intelligence literacy” as a component of digital competence needs further research. Literacy in the field of artificial intelligence can be the basis for creating methods of using artificial intelligence in secondary education in Ukraine. The article presents the main components of literacy in the field of artificial intelligence. The author proposes to adapt the experience of digital story writing to the secondary education of Ukraine. At the same time, digital storytelling involves the use of artificial intelligence services as aids. It is shown that the toolkit of the European cloud of open science contains not only cloud services of open science, but also services of artificial intelligence (which are both cloud-based and based on the principles of open science). For example, the basic principles of working with the artificial intelligence service AI-GeoSpecies (included in the European cloud of open science) are considered. Within the framework of the performed research, an intermediate section of the ascertaining stage of the pedagogical experiment was conducted. It was found that teachers need further professional development measures on the topic of using artificial intelligence services. There is a need to create methods for secondary education using artificial intelligence in the educational process. The attitude of teachers towards artificial intelligence services is positive. Educators have repeatedly used artificial intelligence and know the interpretation of this term. | uk |
| dc.language.iso | en | uk |
| dc.subject | artificial intelligence | uk |
| dc.subject | secondary education | uk |
| dc.subject | use of artificial intelligence | uk |
| dc.subject | artificial intelligence services | uk |
| dc.subject | AI | uk |
| dc.title | Artificial intelligence literacy in secondary education: methodological approaches and challenges | uk |
| dc.type | Article | uk |
