Construction of an Indicator System and Enhancement Strategies for Artificial Intelligence Literacy of Primary and Secondary School Teachers

Abstract

With the progress of artificial intelligence technology, there are great changes on the structure of competence framework of primary and secondary school teachers; clarification of its connotation and construction of an operable indicator system is an issue worthy of attention in the domain of educational technology research. Existing studies have shown divergences among technological cognition, ethical criticism and pedagogical transformation without having a special analytical framework which suits the professional characteristics of primary and secondary school teachers. Deconstructing the artificial intelligence literacy of primary and secondary school teachers into 5 dimensions: intelligent technology cognition, data-driven teaching decision-making, intelligent educational resource design, human-machine collaborative teaching implementation and intelligent educational ethics judgment based on the task-situation analysis approach, constructing a three-level indicator system, getting indicator weights by the analytic hierarchy process. Based on our results, we delineated three stages of literacy development through observing the laws of capability growth, designing a layered and progressive content framework for learning, creating a support system from three aspects – technological resources, learning communities, and self-diagnosis - forming a complete research chain from dimension definition, indicator quantification, to pathway design giving theoretical reference for the assessment and cultivation in this field.