ETHOS • FALL 2021
our students with the knowledge, skills, and mindset required to thrive in this new world. More specifically, we are preparing an Artificial Intelligence framework that would guide the meaningful integration of AI into the ACS Athens curriculum. The goal of this integration is for our students to explore AI holistically and become literate in it, so as to eventually utilize AI as conscious citizens. Therefore, a team of faculty and staff, along with the support of administration, has been working on the ACS Athens AI framework, using four preliminary AI curriculum themes: life & intelligence, learning, perception & action, and AI impact.
Why Adopt A K-12 Artificial Intelligence Framework? by Dr. Antonios Karampelas, Academy Faculty
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ngaged in a never-ending journey of growth, humans continue devising ways to enhance their physical and mental power. Technological advancements help to serve this purpose, with some of them being more impactful than others. For example, the utilization of electricity and computers have revolutionized industrial production and transformed societies. Technological breakthroughs both increase the length and improve the quality of life of the average human, while at the same time highlight already existing inequalities and unfairness. We are currently experiencing a period of such major technological breakthroughs such as; nanotechnology, biotechnology, the Internet of Things and, most importantly, Artificial Intelligence (AI) – human-like intelligence demonstrated by machines. AI machines learn from data, just like humans learn from experience, to problem-solve in face of uncertainty. More specifically, humans develop computer systems that can complete tasks without being explicitly programmed to. Artificial Intelligence is currently a major component of the operation of giant enterprises and is included in numerous applications people use daily, from social media to medical diagnosis. As AI disrupts societies’ novel ways of solving global issues, risks and ethical dilemmas arise that need to be addressed. For example, a paramount question is, ‘Are K-12 educational systems around the world preparing students to understand this new societal landscape and thrive within it?’ The short answer is no. There is currently a huge gap between supply (e.g. K-12 AI-related offerings) and demand (AI-related teaching and learning needs). We at ACS Athens, strive to fill this gap, in an effort to equip
It is to be noted, that the AI framework is not meant to be a computer science framework. Rather, it stems from technology, science, engineering, and mathematics, and then eventually will involve all disciplines and grade levels holistically, which is quite similar to how AI impacts all aspects of peoples’ lives. AI does not need to appear as a separate topic in every class, instead, AI could be infused into the curriculum for the students to engage with learning experiences that would allow them to draw interdisciplinary and transdisciplinary connections with an AI-powered world in an age level-appropriate way. For example, students would need to explore human senses and contrast those to other animals to better understand sensors, actuators, and the Internet of Things. Furthermore, students need to conceptually understand the use of algorithms machines to learn from data by first exploring how humans learn. They also need to appreciate the human impact on nature and the societal impact of technology to clarify the societal impact of AI. Lastly, it is imperative that students learm to explore human emotions and define human intelligence to realize and evaluate the advantages and disadvantages of artificial intelligence. As the ACS Athens Artificial Intelligence framework unfolds and the global discussion about AI teaching and learning continues, our students will be provided with an increasing number of opportunities to better prepare for a challenging and exciting future of possibilities. Note: The Artificial Intelligence Framework task force consists of Dr. Antonios Karampelas, Dr. Liana Tsigaridi, Ms. Zoe Karatza, Ms. Tabitha Newton, Ms. Victoria Poulou, Mr. Christos Pakos, Mr. Spyros Arsenikos, and Mr. Andreas Nikolopoulos, supported by the Dean of the Institute and the Dean of Academics. ■
