[언어평가] Enhancing AI Literacy-based Autonomy of Primary English Teachers

The purpose of this presentation is to suggest effective ways of enhancing AI literacy-based autonomy of primary English teachers. To achieve this, literatures of AI literacy and characteristics of autonomy were reviewed in terms of primary English teachers. Above all, AI literacy-based autonomy of primary English teachers needs to be emphasized, because technology enables teachers to effectively analyze learners’ needs, design unit and syllabi, develop teaching materials appropriate to the levels of learners, implement lessons, and evaluate levels of student growth, effort, and achievement. Recently, it is said that teaching and learning activities based on Intelligent Tutoring System (ITS) can be useful for learners to achieve learning objectives. In this respect, Kim (2020a, b, c)’s Classroom Interaction System through Technology (CIST) is considered to improve teachers’ autonomy emphasized on what to teach, how to teach, and how to test. Checking and Assisting Tier of the CIST help teachers design ways of scaffolding and monitoring learners, because the tier is composed of the Knowledge Checking Log, the Skill Checking Log, and the Scaffolding Log. That is, the Checking/Assisting Tier checks and assists learners Underlying Tier focused on knowledge, and scaffolds learners’ Performing Tier focused on skills such as communication, collaboration, creativity, and so on. Although the CIST can provide teachers with effective ways of enhancing their autonomy, developing the system needs to be studied in detail from now on.