NAME: BAMIDELE AWAL OLADIPO

Matric No: 2230110050

Authors Name: Viktoriya Olari, et al.
Date of publication: February 2024

Introduction of Artificial Intelligence Literacy and Data Literacy in Computer Science Teacher
Education

ABSTRACT

The confluence of artificial intelligence (AI) literacy and data literacy within the realms of school
education has garnered substantial attention within educational frameworks. This burgeoning emphasis
has highlighted an imminent necessity to equip computer science teachers with competencies in AI and
data literacy. However, a critical void exists in terms of professional development programs tailored
specifically to nurture these essential skills. In response to this exigency, our initiative was conceived to
bridge this gap by conceptualizing a robust training regimen targeted at computer science educators.The
efficacy of our training concept was evaluated through a series of sessions involving computer science
teachers from Germany, Austria, and Lithuania. These sessions were meticulously structured to impart
comprehensive insights into AI and data literacy, catering to the unique pedagogical requirements of each
participant cohort. Through a blend of theoretical discourse, hands-on activities, and collaborative learning
experiences, our training program aimed to empower educators with the requisite knowledge and tools to
effectively integrate AI and data literacy into their curricula. The evaluation process yielded insightful
results, showcasing notable progress and enhanced proficiency among participating teachers. Key
evaluation metrics encompassed aspects such as knowledge acquisition, pedagogical adaptability,
curriculum alignment, and overall satisfaction with the training program. Feedback gathered from
participants underscored the tangible impact of the training sessions, with many expressing newfound
confidence in navigating AI concepts and leveraging data-driven approaches within their teaching
practices. Furthermore, qualitative assessments delved into the nuanced challenges encountered and the
strategies employed by educators to overcome these hurdles. Insights gleaned from the evaluation process
not only validated the efficacy of our training concept but also provided valuable feedback for refining
and optimizing future iterations of the program. In summary, our endeavor to empower computer science
teachers with AI and data literacy skills has yielded promising outcomes, underscoring the pivotal role of
targeted professional development initiatives in fostering a digitally adept educator cohort poised to
navigate the complexities of modern pedagogy.