Integrating data literacy into teacher education: Fostering reflection and critical thinking regarding AI
DOI:
https://doi.org/10.52041/iase25.135Abstract
The increasing prevalence of data-driven technologies, including artificial intelligence (AI), underscores the need to develop data literacy skills and the ability to critically reflect on these technologies. This is especially important in teacher education, as educators play a crucial role in fostering such competencies in future generations. However, the reflective discussion is underrepresented compared to the demonstration of the performance and learners find it challenging to connect theoretical concepts to their lives. A seminar concept for prospective math teachers was developed that explicitly aimed to stimulate reflections on mathematical foundations of AI and the implications for society and the students’ own life. The material was tested twice. In the second iteration of the study, modifications were made by including concrete examples from the students’ lifeworld. An analysis of the contextual references in the students’ discussions shows that in the second round, indeed, more and more diverse context-related answers were given.References
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