DOI: 
http://dx.doi.org/10.15293/1813-4718.2304.03
UDC: 
004.8
Schreiner Boris Aleksandrovich
Кандидат психологических наук, Cand. Sci. (Psychol.), Head of Laboratory “Artificial Intelligence Technologies”, Assoc. Prof. of the Department of Information Systems and Digital Education, Novosibirsk State Pedagogical University, boris.shrayner@gmail.com, Novosibirsk
Schrayner Аleksandr А.
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Pedagogy and Methodology of Primary Education, Institute of Childhood, Novosibirsk State Pedagogical University, aschr@inbox.ru, Novosibirsk

Guidance for schoolchildren on artificial intelligence professions

Abstract: 
The article actualizes the problem of professional orientation of schoolchildren in professions related to artificial intelligence. At the present time there is a need of society for specialists who could solve problems both on development of artificial intelligence systems, and on operation of already existing ones. The shortage of such specialists is a big problem. The aim of the article is to justify the content of career guidance activities in secondary schools in information technology (IT) professions in general and artificial intelligence (AI) in particular. Methodologically, our study was based on a theoretical analysis of the literature on career guidance for students. In the course of the study, the results of surveys of students were analyzed, documents were analyzed, and observations were made. Based on the analysis of career guidance resources and comparison with real job vacancies the specifics, specification of professions related to AI were considered. Activity-based and project-based learning methods were used in the career guidance activities. Google Klass was used as a learning platform and Google Colab as a development environment. Results. The article presents the content and the results of the career guidance master classes carried out by the authors with the schoolchildren. The results of the input and final surveys (questionnaires) of the students are analysed. Three main professions from Artificial Intelligence and their competences for the initial introduction are highlighted. Analysis of key skills of AI professions is carried out, groups of skills for career guidance are highlighted. Some essential content aspects that can be used in designing different types of career guidance sessions are suggested. In conclusion, it is concluded that the developed and tested materials contribute to professional self-determination of schoolchildren. They can be used for different career guidance activities on artificial intelligence professions.
Keywords: 
career guidance; professions; artificial intelligence; AI; python; developer; data-science; machine learning; job interview; vacancy
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References: 

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