Powerful or mediocre? Kindergarten teachers' perspectives on using ChatGPT in early childhood education

Powerful or mediocre? Kindergarten teachers' perspectives on using ChatGPT in early childhood education

• Su, Jiahong The University of Hong Kong
• Yang, Weipeng The Education University of Hong Kong

Interactive Learning Environments, (0), -, 2023

Routledge

2023

• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

ChatGPT Kindergarten Teachers Artificial Intelligence Teacher Perceptions Educative AI

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms. Copyright ©2023 Routledge.

• English

Journal Articles

• 10494820

• 10.1080/10494820.2023.2266490

https://bibliography.lib.eduhk.hk/en/bibs/46c12fd8

2024-05-17