Blended Learning Course

AI Literacy for Teachers (Power Point - version 1)

Course Rationale

Situation at CMS Schools

A 2025 AI Vision Report by Charlotte Mecklenburg Schools (CMS) refers to AI as a catalyst enhancing instruction across academics, operations, engagement, and people development. The district has named 30 schools as “AI champions” to pilot AI’s role in education. Tools like ChatGPT remain blocked on CMS networks and teacher devices. Teachers have indicated that they do not know how to use AI for teaching and are unsure how to monitor student use of AI in order to maintain academic integrity.

Needs analysis for a Course on Teacher AI Literacy

Many teachers have not received instruction on how to use AI, and some teachers feel overwhelmed or resistant. Others emphasize that their focus remains critical thinking and they are concerned that AI will undermine student learning. Teachers worry about bias, accuracy, and fairness in AI outputs. Research indicates teachers need scaffolding around ethics, data literacy, flexible timelines, and support for diverse learners when implementing AI-focused curricula.

Challenges

Designing a course that meets informational needs while facilitating a sense of community engagement so that teachers can learn from each other and exchange experiences and ideas. I wanted to ensure that learners could work together to enhance their understanding and meet the learning objectives. Time constraints were also a factor as a course on AI Literacy is an additional requirement on top of staying up to date on the latest developments in subject matter expertise and learning science. Finally, course assessments had to evaluate both new skills gained and the effectiveness of the new course.

Proposed Solution: Microcredit with three modules as an introduction using a blended learning flipped classroom model

The PD course aimed to define AI Literacy and use case studies to demonstrate the importance of maintaining human centeredness of learning and AI tools for enhancing teaching and learning, while highlighting limitations and bias.

Design Process (ADDIE)

1.     Needs analysis

2.     Design

  • Backward design model: Chose learning objectives then design course activities and materials based on what learners needed to know

  • Chose the blended learning model to meet learner needs for flexibility, differing knowledge levels, and opportunities for engagement

  • Chose delivery and technology options for online segments. Considered ways to incorporate collaboration and interaction into the in-person section

  • Designed assessment and evaluation modalities

  • Ensured that the online and in-person sections fit together, were coherent and that the materials/content could act as a bridge

3.     Develop course materials (video, extra readings, discussion boards)

4.     Implement at start of school year to smaller cohort as a test run

5.     Evaluate roll out and get learner feedback before launching for entire district