Artificial Intelligence Literacy among Kindergarten and Elementary School Teachers through Practice-Based Training in Blora
DOI:
https://doi.org/10.61159/d6bazs65Keywords:
Digital Literacy, Artificial Intelligence, Productivity Tools, School Teachers, TrainingAbstract
The advancement of artificial intelligence (AI) offers teachers opportunities to enhance their productivity and creativity in supporting educational activities. However, leveraging AI requires conceptual understanding, prompt-engineering skills, proficiency with AI tools, and awareness of responsible technology use. This community service initiative aimed to improve early childhood, kindergarten, and elementary school teachers' understanding and skills in the productive and responsible use of AI. The program involved 50 participants and ran in three stages design, implementation, and evaluation using asynchronous learning via Google Classroom alongside synchronous sessions that included material presentations, educational games, hands-on practice, Q&A, and reflection. Practical activities included using Suno AI to create songs, Gemini Notebook to design educational posters, and exercises in identifying AI-generated content and images. The results showed that all 50 participants (100%) completed the program, meeting the criteria of finishing the course materials, achieving a minimum score of 75 on assignments, and participating in the asynchronous sessions. The initiative provided foundational experience in utilizing AI to support teachers' professional activities productively and responsibly.
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