GenerationAI_IO1_Pedagogical Framework

www.generation-ai.eu/ The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2020-1- NL01-KA201-064712] With technology permeating every aspect in society, it is essential that young students are equipped with appropriate knowledge, skills, and attitudes. Without supporting teachers with modernised pedagogic frameworks, students are at risk of being vulnerable and ill-prepared for changing societies. Fostering learning environments of AI-STEM in primary and post-primary education will allow young people to maneuver the world of technology around them safely, ethically, responsibly, and intelligently. References Berger, T., & Frey, C. B. (2015). Bridging the skills gap. Technology, globalisation and the future of work in Europe: Essays on employment in a digitised economy , 75-79. Chang, S.-C., & Hwang, G.-J. (2018). Impacts of an augmented reality- based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education , 125 , 226–239. https://doi.org/10.1016/j.compedu.2018.06.007 Cheng, S.-C., Hwang, G.-J. & Chen, C.-H. (2019). From reflective observation to active learning: a mobile experiential learning approach for environmental science education. British Journal of Educational Technology , 50 (5), 2251–2270. https://doi-org.proxy- ub.rug.nl/10.1111/bjet.12845 Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). Artificial intelligence trends in education: a narrative