Book

Description

This book approaches teacher AI literacy as a multidimensional and developing professional capacity rather than a fixed set of technical skills. It is organized into four interconnected parts. The first establishes the conceptual foundations of teacher AI literacy by examining why it matters, what teachers need to understand about AI, and which knowledge, skills, and forms of judgment constitute meaningful competence. The second focuses on the relationship between critical evaluation and pedagogical practice, exploring how teachers can assess AI-generated outputs, design purposeful learning experiences, and rethink assessment and feedback in an environment where generative AI is increasingly accessible. The third addresses the ethical and human dimensions of AI integration, including privacy, fairness, responsibility, professional autonomy, teacher anxiety, and changing professional identities. The final part turns toward sustainable implementation, considering professional development, educational inequality, cultural and contextual differences, and practical strategies for continued growth. Together, these sections move from understanding AI to evaluating it, integrating it, questioning it, and developing a more deliberate professional relationship with it. Throughout the book, the emphasis is on practical relevance without sacrificing critical depth.