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This chapter examines how a co-design approach, underpinned by Universal Design for Learning (UDL), can advance early AI literacy in elementary settings. Centering on AI perception—specifically how computers interpret images and colors—our team collaborated with 20 elementary teachers and instructional coaches to craft lessons that spark curiosity while remaining developmentally appropriate. Teacher insights informed every stage, from identifying socioemotional supports for student frustration when sensors fail, to developing hands-on activities that promote critical thinking. Thematic analysis of co-design discussions, classroom artifacts, and post-implementation reflections highlighted the vital role of contextual knowledge in shaping inclusive and adaptable instruction. We also introduce a holistic model of professional development that provides educators with ongoing support, on-demand resources, and structured opportunities for reflection. By placing teacher expertise at the heart of curriculum design, this work demonstrates how AI topics can be seamlessly integrated into elementary education, cultivating lifelong learning and future-ready skills.

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Co-Designing a UDL-based AI-Integrated Robotics Instructional Unit: Integrating Educator Insights to Teach AI Perception in Elementary Classrooms

  • 章节

  • 发表日期：

    2026年

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  • LaToya Chandler,
  • Nicole Hutchins,
  • Shan Zhang,
  • Yuhan Lin,
  • Jason McKenna,
  • Joanne Barrett,
  • Maya Israel

摘要

This chapter examines how a co-design approach, underpinned by Universal Design for Learning (UDL), can advance early AI literacy in elementary settings. Centering on AI perception—specifically how computers interpret images and colors—our team collaborated with 20 elementary teachers and instructional coaches to craft lessons that spark curiosity while remaining developmentally appropriate. Teacher insights informed every stage, from identifying socioemotional supports for student frustration when sensors fail, to developing hands-on activities that promote critical thinking. Thematic analysis of co-design discussions, classroom artifacts, and post-implementation reflections highlighted the vital role of contextual knowledge in shaping inclusive and adaptable instruction. We also introduce a holistic model of professional development that provides educators with ongoing support, on-demand resources, and structured opportunities for reflection. By placing teacher expertise at the heart of curriculum design, this work demonstrates how AI topics can be seamlessly integrated into elementary education, cultivating lifelong learning and future-ready skills.