  Artificial Intelligence (AI) and its associated applications are ubiquitous
in today's world, making it imperative that students and their teachers
understand how it works and the ramifications arising from its usage. In this
study, we investigate the experiences of seven teachers following their
implementation of modules from the MIT RAICA (Responsible AI for Computational
Action) curriculum. Through semi-structured interviews, we investigated their
instructional strategies as they engaged with the AI curriculum in their
classroom, how their teaching and learning beliefs about AI evolved with the
curriculum as well as how those beliefs impacted their implementation of the
curriculum. Our analysis suggests that the AI modules not only expanded our
teachers' knowledge in the field, but also prompted them to recognize its daily
applications and their ethical and societal implications, so that they could
better engage with the content they deliver to students. Teachers were able to
leverage their own interdisciplinary backgrounds to creatively introduce
foundational AI topics to students to maximize engagement and playful learning.
Our teachers advocated their need for better external support when navigating
technological resources, additional time for preparation given the novelty of
the curriculum, more flexibility within curriculum timelines, and additional
accommodations for students of determination. Our findings provide valuable
insights for enhancing future iterations of AI literacy curricula and teacher
professional development (PD) resources.
