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Pre-service Early Childhood Teachers’ Recognition of Artificial Intelligence and Artificial Intelligence Teachers

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2018, 8(4), pp.87-102
  • DOI : 10.34226/gcl.2018.8.4.87
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Published : December 30, 2018

Kwon, Sukjin 1,  Suna Kyun 2

1호원대학교
2한국방송통신대학교 원격교육연구소

Candidate

ABSTRACT

This study investigated pre-service early childhood teachers’recognition of AI and AI teachers from the point of view of artificial intelligence in education (AIED) research, in order to explore the possibility of applying artificial intelligence technology to education. The results of the first research question regarding pre-service early childhood teachers’ recognition of AI are as follows: Generally, higher grade pre-service early childhood teachers’level of ‘knowledge’and ‘feeling’of AI were relatively higher compared to lower grades. First, regarding the knowledge of AI technology, most of them responded that “they have heard of it, but they don’t know the details” and the second most of them responded that “they don’t know how to explain it but they have some understanding.” Second, regarding the feeling of AI technology, they responded in the order of “AI technology is different depending on it’s use”, “AI is a convenient technology”, and “AI it the technology that can coexist with humans”. The results of the second research question regarding preservice early childhood teachers’ awareness of AI teachers are as follows. First, regarding the possibility of AI teachers instead of humans, most of them responded either negatively or neutrally. Second, regarding AI teachers’ image, most of them preferred images with specific forms such as ‘avatar’ and ‘humanoid robot’. Third, regarding the ‘learning stage’ to get help from AI teachers among Bloom’s stages, most of them responded ‘analysis’. Lastly, regarding the merits and demerits of AI teachers, pre-service early childhood teachers were aware of‘expert knowledge’ as merits of AI teachers, and the lack of ‘social and emotional characteristics’as demerits.

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