“Basic AI techniques and applications: Teachers are expected to acquire
basic conceptual knowledge on AI, including: the definition of AI, basic knowledge of how AI models are trained, and associated knowledge on data and algorithms; main categories of AI technologies and examples of each; and the capacity to examine the
appropriateness of specific AI tools for education and operate validated AI tools.

CURRICULAR GOALS (CG)

“CG 3.1.1 Adapt the level of difficulty of basic conceptual knowledge on AI according to teachers’ responsibilities and prior experience with AI; illustrate how a specific AI tool is developed based on data and algorithms; and explain the basic methods used by AI tools to process data to generate their outputs.”

“CG 3.1.2 Support the hands-on operation of AI tools that are relevant to teachers’ responsibilities to give a basic understanding of how these tools work; guide them to experience different types of AI tools and help them understand the technological advances of AI from previous generations of ICT tools, as well as the functional features of different categories of AI tools.”

“CG 3.1.3 Support users’ testing of AI tools by introducing a rudimentary method for analysing the reliability and appropriateness of specific AI tools for local contexts and engaging teachers in trialing
of the method.”

“CG 3.1.4 Support teachers to establish their own collection of AI tools, starting from recommending basic exemplar tools and guiding them to curate trustable AI relevant to their needs and local contexts with a particular consideration of open-source tools.”

LEARNING OBJECTIVES (LO)

“LO 3.1.1 Demonstrate conceptual knowledge appropriate to their competencies and responsibilities on how AI systems are developed using data, algorithms and computing architecture; acquire relevant understanding and skills on data, algorithms and programming; and
exemplify key steps including problem-scoping, design, training, testing, deployment, feedback and iteration.”

“LO 3.1.2 Exemplify what AI is and is not, the main categories of AI techniques and AI technologies, the novel capabilities that AI could actualize compared to previous generations of ICT tools, and
the core functions of various categories of AI tools.”

“LO 3.1.3 Locate and operate AI tools that are necessary for their daily work in local contexts.”

“LO 3.1.4 Explain the importance of evaluating AI tools to ensure their accessibility, inclusivity, and reliability; undertake basic analyses of the appropriateness of specific AI tools for education in local contexts with particular attention to the impact on students with special needs.”

“LO 3.1.5 Start consolidating a personal collection of trustable AI tools that are necessary for life and work and relevant to the local language and culture. Investigate the extent to which locally relevant open-source AI tools are available or not.”

CONTEXTUAL ACTIVITIES

“Conceptual mapping of how AI works: Start to draw and iteratively update paper based or digital concept maps showing how AI systems are developed and the workflow of decision-making regarding specific AI tools used in education.”

“Extension and enhancement of skills: Extend knowledge on AI tools that are relevant to the teachers’ responsibilities. Help them to enhance the fluency and breadth of their existing operational skills or to develop new skills.”

“‘Navigation compass’ for selection of AI tools: Discern which tools are using AI and which ones are not, and the basic comparative advantages and limitations of ICT tools and AI tools used in local
contexts.”

“Collection of appropriate AI tools: Cooperate with other teachers and school managers to assess the appropriateness of specific tools being used or recommended by AI providers and discuss whether they should be adopted; collect validated AI tools, share open-source tools and start to
curate a collection of trustable AI tools.”