{"id":299,"date":"2026-03-17T17:55:42","date_gmt":"2026-03-17T17:55:42","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/?p=299"},"modified":"2026-03-20T08:40:15","modified_gmt":"2026-03-20T08:40:15","slug":"ai-ready-measuring-ai-literacy-readiness-in-canadian-k12-teachers","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/2026\/03\/17\/ai-ready-measuring-ai-literacy-readiness-in-canadian-k12-teachers\/","title":{"rendered":"AI Ready? Measuring AI Literacy Readiness in Canadian K-12 Teachers"},"content":{"rendered":"

This presentation will begin by introducing the global need for primary and secondary teacher AI literacy training and why specifically teachers in British Columbia (BC), Canada need these skills. It will discuss a research proposal on how to improve teacher AI readiness capabilities through a targeted six-week online AI literacy course for teachers. The project would aim to answer: <\/span>How does participation in\u00a0a course on artificial intelligence literacy\u00a0measurably improve K-12\u00a0 BC\u00a0teachers\u2019 AI readiness?\u00a0<\/span><\/i>\u00a0The proposed project could be used\u00a0as a\u00a0potential case study for other\u00a0K-12 teaching contexts which are\u00a0similar to\u00a0British Columbia, Canada.<\/span>\u00a0<\/span><\/p>\n

Artificial Intelligence (AI)\u00a0technology\u00a0is\u00a0set to\u00a0disrupt\u00a0kindergarten to grade 12 (K-12) education\u00a0as AI tools begin to permeate the educational technology landscape\u00a0globally.\u00a0The\u00a0AI-TPACK\u00a0Technological,\u00a0Pedagogical, and\u00a0Content\u00a0knowledge\u00a0 framework\u00a0(Celik, 2023)\u00a0\u00a0is\u00a0a\u00a0potential\u00a0way to\u00a0determine\u00a0teacher readiness. In this context\u00a0readiness\u00a0is defined as\u00a0self assessed\u00a0teacher AI-TPACK\u00a0skills, confidence\u00a0in using AI tools, perceived\u00a0relevance\u00a0and understanding of AI literacy topics including any ethical and privacy risks.\u00a0<\/span>\u00a0<\/span><\/p>\n

In the province of BC, Canada, there are basic\u00a0provincial\u00a0government guidelines on\u00a0considerations for\u00a0AI\u00a0use\u00a0in the classroom, but there is no method for\u00a0teachers to\u00a0self-assess their AI readiness and gaps in learning.\u00a0Currently, school districts are introducing AI tools\u00a0and AI literacy, but the level of integration and professional development may not be\u00a0consistent across\u00a0the province.\u00a0Despite increasing AI adoption,\u00a0there\u00a0is limited data\u00a0and understanding of\u00a0teacher\u00a0AI readiness\u00a0in BC.\u00a0Furthermore, BC\u2019s curriculum is unique in that it focuses on building student competencies and places a large emphasis on Indigenous Ways of Knowing\u00a0and\u00a0inclusive education for all learners.\u00a0BC teachers also\u00a0have the\u00a0autonomy\u00a0and flexibility in how\u00a0to present the\u00a0curriculum to students.\u00a0\u00a0But without adequate AI readiness training,\u00a0there is a risk that teachers may feel apprehensive to introduce or use AI in the classroom. Also, as it is not currently mandated in the curriculum there might be\u00a0confusion\u00a0on how to integrate AI literacy into the curriculum.\u00a0Therefore, there is a need for a targeted intervention program to upskill teachers\u2019 AI literacy skills.<\/span>\u00a0<\/span><\/p>\n

The\u00a0proposed\u00a0AI literacy\u00a0readiness course\u00a0would be designed by the researcher in consultation with local teacher groups\u00a0with the intent of creating a made in BC AI\u00a0literacy\u00a0course\u00a0<\/span>for teachers\u00a0and\u00a0by teachers.<\/span><\/i>\u00a0The course be designed to be a\u00a0six week, six<\/span>\u2011<\/span>module asynchronous\u00a0format. Learners would interact with a variety of AI tools and concepts using a hands-on\u00a0approach.\u00a0The course would provide opportunities for teachers to develop learning artefacts for their specific context. The goal would be to personalise the learning for teachers while gaining confidence in using AI while understanding the affordances and potential risks of introducing\u00a0new technologies\u00a0in the classroom.<\/span>\u00a0<\/span><\/p>\n

Successful impacts\u00a0would be measured through pre and post surveys\u00a0completed\u00a0before and after the AI literacy\u00a0readiness course.\u00a0\u00a0Teachers would self-assess\u00a0through a mixed methods approach\u00a0using quantitative and qualitative data. The intervention\u00a0questions\u00a0on\u00a0\u00a0AI\u00a0teacher readiness\u00a0surveys\u00a0would be\u00a0derived from\u00a0selected\u00a0AI<\/span>\u2011<\/span>TPACK studies\u00a0using a\u00a05-point Likert scale. Each survey would also include two open ended questions which\u00a0would relate to teachers\u2019 affective readiness for implementing AI in the classroom.\u00a0\u00a0After the six<\/span>\u2011<\/span>week\u00a0online\u00a0course, success would be measured by\u00a0anticipated\u00a0findings\u00a0of increased teacher AI readiness to teach, learn, and critically assess\u00a0AI and confidence to teach and learn with these tools.<\/span>\u00a0<\/span><\/p>\n

References:<\/span><\/b>\u00a0<\/span><\/p>\n

Celik, I. (2023) \u2018Towards Intelligent-TPACK: An empirical study on teachers\u2019 professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education\u2019, Computers in Human Behavior, 138. Available at:\u00a0https:\/\/library-search.open.ac.uk\/permalink\/44OPN_INST\/j6vapu\/cdi_crossref_citationtrail_10_1016_j_chb_2022_107468\u00a0 (Accessed: 03\u00a0March,\u00a02026).<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

This presentation will begin by introducing the global need for primary and secondary teacher AI literacy training and why specifically teachers in British Columbia (BC), Canada need these skills. It will discuss a research proposal on how to improve teacher AI readiness capabilities through a targeted six-week online AI literacy course for teachers. The project […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[172,173,53,209,176,175],"class_list":["post-299","post","type-post","status-publish","format-standard","hentry","category-uncategorised","tag-ai-literacy","tag-ai-tpack","tag-artificial-intelligence","tag-k-12-education","tag-professional-development","tag-teacher-readiness"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/299","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/comments?post=299"}],"version-history":[{"count":3,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/299\/revisions"}],"predecessor-version":[{"id":315,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/posts\/299\/revisions\/315"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/media?parent=299"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/categories?post=299"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/H890Conference\/index.php\/wp-json\/wp\/v2\/tags?post=299"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}