发表机构
University of Pennsylvania; University of Florida; Montgomery County Schools; Kennesaw State University; North Carolina State University（宾夕法尼亚大学; 佛罗里达大学; 蒙哥马利县学区; 肯尼索州立大学; 北卡罗来纳州立大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本研究通过三位小学教师在夏令营中实施基于ToyTalk的AI与英语课程，发现其修复、差异化、翻译和平衡等适应性实践源于技术、学习者与教学张力，并为课堂部署对话式AI提供设计启示。
AI 中文摘要
对话式人工智能工具正进入儿童的日常生活体验，学校也有意采用这些工具。然而，成功的课堂整合不仅取决于技术，还取决于教师为使技术对其学生和课堂环境可用且适宜所做的工作。目前，关于小学教师在真实课堂中实施对话式人工智能工具时如何开展工作，知之甚少。在本研究中，我们考察了三位教师在13个教学日（即一个为期三周的夏令营）中，围绕ToyTalk（一个对话式人工智能玩具开发平台）实施人工智能素养和英语语言艺术（ELA）课程的经历。通过每日个人反思、小组反思和营后访谈，我们发现教师的适应性实践——修复、差异化、翻译和平衡——处于技术、学习者和教学三种张力的交汇点。教师对人工智能的理解及其角色在营会经历中不断演变。基于这些发现，我们为在小学课堂中部署对话式人工智能提供了设计启示和考量。
英文摘要
Conversational AI tools are entering children's everyday experiences, and schools are interested in adopting them. However, successful classroom integration depends not only on the technology but also on the work teachers do to make it usable and appropriate for their students and classroom context. There is little known about how elementary teachers work as they implement conversational AI tools in real classrooms. In this study, we examine three teachers' experiences implementing an AI literacy and English Language Arts (ELA) curriculum built around ToyTalk, a conversational AI toy development platform, over 13 instructional days, a three-week summer camp. Drawing on daily individual reflections, group reflections, and post-camp interviews, we find that teachers' adaptive practices of repair, differentiation, translation, and balancing sit at the intersection of three tensions (technology, learner, and instruction). Teachers' understanding of AI and their role evolved over the camp experiences. From these findings, we contribute design implications and considerations for deploying conversational AI within elementary classrooms.
