[论文] Adapting for AI: How elementary teachers adjust their practices for an...

论文概要

研究领域: ML 作者: Fasika Melese, Ruiyang Wu, Xinyue Cui, Joanna Perkins, Xiaoyi Tian, Tiffany Barnes, Shiyan Jiang 发布时间: 2026-09-25 arXiv: 2609.31569

中文摘要

对话式 AI 工具正进入儿童的日常生活，学校也有意采用。然而，课堂集成的成功不仅取决于技术本身，还取决于教师为使其适合学生与课堂语境所做的工作。关于小学教师在真实课堂中实施对话式 AI 工具时的工作方式，目前所知甚少。本研究考察了三名教师在 13 个教学日（为期三周的夏令营）中实施围绕 ToyTalk（一个对话式 AI 玩具开发平台）构建的 AI 素养与英语语言艺术（ELA）课程的体验。基于每日个人反思、小组反思和营后访谈，我们发现教师的适应性实践——修补、差异化、转译与平衡——处于三种张力（技术、学习者与教学）的交汇处；教师对 AI 及其自身角色的理解也在夏令营过程中不断演变。基于这些发现，我们为在小学课堂部署对话式 AI 提出了设计启示与考量。

原文摘要

Conversational AI tools are entering children's everyday experiences, and schools are interested in adopting them. However, successful classroom integration depends not only on the technology but also on the work teachers do to make it usable and appropriate for their students and classroom context. There is little known about how elementary teachers work as they implement conversational AI tools in real classrooms. In this study, we examine three teachers' experiences implementing an AI literacy and English Language Arts (ELA) curriculum built around ToyTalk, a conversational AI toy development platform, over 13 instructional days, a three-week summer camp. Drawing on daily individual reflections, group reflections, and post-camp interviews, we find that teachers' adaptive practices of re...

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