Impact of AI literacy professional development on teaching

Evaluating changes in perceptions and classroom practices

Abstract

This study explores the impact of an AI literacy professional development institute at a Historically Black College/University (HBCU) for 20 public school teachers teaching in underserved communities. The program covered AI concepts, ethics, and classroom applications. Participants had limited AI knowledge and reported increased confidence in using AI tools and intention to implement them into their teaching. Findings also noted barriers to AI adoption in resources, access to training, and student data privacy concerns.