Professional development in AI literacy for K-12 educators is essential for preparing both teachers and students to navigate an increasingly AI-driven educational landscape.

Objective: The main goal of this study is to develop and implement an innovative asynchronous professional development course that equips K-12 educators with foundational AI knowledge, ethical considerations, and practical applications to effectively integrate AI into their classrooms.

Methods: The researchers developed a comprehensive AI literacy course through:

1. Collaboration with a state librarians' association during a pre-conference workshop in February 2024
2. Gathering qualitative data from educators about their AI literacy needs and challenges
3. Creating a modular, asynchronous online course with six core themes:
   • Overview of AI in education
   • Safety and ethical considerations
   • Information literacy and critical thinking
   • Utilizing AI for teaching and administration
   • Exploring AI tools for student learning
   • Assessment and evaluation
4. Incorporating interactive elements including AI-generated visuals, discussion groups organized by grade level, and personas (principal, librarian, teachers, counselor) to guide participants
5. Implementing a digital badging system to recognize educators' achievements, with micro-badges for each module and an "AI Educator Extraordinaire" badge for course completion

Key Findings:

• A December 2024 survey from the National Center for Education Statistics revealed that only 14% of public school students are taught about the ethical use of AI, and fewer than half of teachers teach their students to use AI at all This highlights the urgent need for comprehensive AI literacy training for educators.
• K-12 teachers often lack necessary knowledge and experience to teach and utilize AI effectively, serving as "gatekeepers" for AI adoption in classrooms Many teachers express apprehension about AI concepts due to their own lack of familiarity with the subject.
• Various AI tools exist for K-12 education, including machine learning platforms like Google's Teachable Machine, IBM's Machine Learning for Kids, and robotics tools that teach algorithmic thinking These tools follow the "low floor, high ceiling, wide walls" principle for educational technology, promoting accessibility and adaptability.
• The course development process revealed six core themes that educators identified as essential for AI professional development, which informed the course structure.
• Initial feedback from educators at a state technology conference in June 2024 was used to refine the course before its release in November 2024.

Implications: This research contributes to AI in education by:

• Addressing the critical gap in teacher preparation for AI integration in K-12 classrooms
• Creating a model for AI literacy professional development that aligns with best practices
• Establishing a virtual learning community for ongoing educator collaboration
• Empowering teachers to introduce AI concepts, applications, and ethics to students
• Preparing both educators and students for a future where AI is increasingly embedded in education and society
• Providing a scalable approach to AI literacy that can be adapted across different educational contexts

Limitations:

• The paper does not provide empirical evidence of the course's effectiveness or impact on student outcomes
• The course was developed with input primarily from librarians and may not fully address the needs of all K-12 educators
• The asynchronous format may limit opportunities for real-time collaboration and feedback
• The paper does not address potential technological barriers or resource constraints that schools might face when implementing AI tools
• Regional or cultural differences in AI education needs may not be fully accounted for

Future Directions: The paper suggests that future research should focus on:

• Evaluating the long-term impact of AI literacy training on teaching practices and student outcomes
• Expanding AI literacy initiatives to reach more educators across diverse educational settings
• Developing additional resources and tools to support AI integration in specific subject areas
• Addressing emerging ethical considerations as AI technologies continue to evolve
• Creating more specialized training for different grade levels and educational contexts

Title and Authors: "Transforming Education Through an Innovative AI Literacy Course for K-12 Educators" by Katelyn R. Nelson, Shuqi Du, David T. Marshall, Shawndra Bowers, and Asim Ali from Auburn University.

Published On: 2025 (inferred from content mentioning events in 2024)

Published By: This appears to be a scholarly paper, but the specific journal or conference publication information is not clearly stated in the document.