Peter Tiernan

Mary Webb, Matt Bower, Ana Amélia Carvalho et al.

TWG 5 focused on developing and implementing effective strategies for enhancing AI literacy and agency of teachers, equipping them with the knowledge and skills necessary to integrate AI into their teaching practices. Explorations covered curriculum design, professional development programs, practical classroom applications, and policy guidelines aiming to empower educators to confidently utilize AI tools and foster a deeper understanding of AI concepts among students.

Mahmoud Hamash, Md Raqib Khan, Peter Tiernan

STEAM education integrates Science, Technology, Engineering, Arts, and Mathematics to foster creativity and problem-solving. However, students with visual impairments (VI) encounter significant challenges in programming and robotics, particularly in tracking robot movements and developing spatial awareness. This paper presents a framework that leverages pre-constructed robots and algorithms, such as maze-solving techniques, within an accessible learning environment. The proposed system employs Contrastive Language-Image Pre-training (CLIP) to process global camera-captured maze layouts, converting visual data into textual descriptions that generate spatial audio prompts in an Audio Virtual Reality (AVR) system. Students issue verbal commands, which are refined through CLIP, while robot-mounted stereo cameras provide real-time data processed via Simultaneous Localization and Mapping (SLAM) for continuous feedback. By integrating these technologies, the framework empowers VI students to develop coding skills and engage in complex problem-solving tasks. Beyond maze-solving applications, this approach demonstrates the broader potential of computer vision in special education, contributing to improved accessibility and learning experiences in STEAM disciplines.