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Three Interviews About K-12 AI Education in America, Europe, and Singapore

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dc.contributor.authorHeintz, Fredrik
dc.date.accessioned2021-10-04T12:29:02Z
dc.date.available2021-10-04T12:29:02Z
dc.date.issued2021
dc.description.abstractAs the impact and importance of artificial intelligence (AI) grows, there is a growing trend to teach AI in primary and secondary education (K-12). To provide an international perspective, we have conducted three interviews with practitioners and policy makers from AI4K12 in the US (D. Touretzky, C. Gardner-McCune, and D. Seehorn), from Singapore (L. Liew) and from the European Commission (F. Benini).de
dc.identifier.doi10.1007/s13218-021-00730-w
dc.identifier.pissn1610-1987
dc.identifier.urihttp://dx.doi.org/10.1007/s13218-021-00730-w
dc.identifier.urihttps://dl.gi.de/handle/20.500.12116/37492
dc.publisherSpringer
dc.relation.ispartofKI - Künstliche Intelligenz: Vol. 35, No. 2
dc.relation.ispartofseriesKI - Künstliche Intelligenz
dc.subjectAI
dc.subjectEducation
dc.subjectK-12
dc.titleThree Interviews About K-12 AI Education in America, Europe, and Singaporede
dc.typeText/Journal Article
gi.citation.endPage237
gi.citation.startPage233

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Künstliche Intelligenz 35(2) - Juni 2021