Pre-Service Teachers' Dual Perspectives on Generative AI: Benefits, Challenges, and Integration into their Teaching and Learning

被引：3

作者：

Bae, Haesol ^{[1
]}

Jaesung, Hur ^{[2
]}

Park, Jaesung ^{[1
]}

Choi, Gi Woong ^{[3
]}

Moon, Jewoong ^{[4
]}

机构：

[1] SUNY Albany, Albany, NY 12222 USA

[2] Florida State Univ, Tallahassee, FL USA

[3] Univ Cincinnati, Cincinnati, OH USA

[4] Univ Alabama, Tuscaloosa, AL USA

来源：

ONLINE LEARNING | 2024年 / 28卷 / 03期

关键词：

GenAI; ChatGPT; online asynchronous course; instructional design; pre-service teachers; ARTIFICIAL-INTELLIGENCE; SELF-EFFICACY; EDUCATION; PERCEPTIONS; TECHNOLOGY; DIFFUSION; LANGUAGE; ANXIETY; TPACK;

D O I：

10.24059/olj.v28i3.4543

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined pre-service teachers' perspectives on integrating generative AI (GenAI) tools into their own learning and teaching practices. Discussion posts from asynchronous online courses on ChatGPT were analyzed using the Diffusion of Innovations framework to explore awareness, willingness to apply ChatGPT to instruction, and potential benefits, challenges, and concerns about using GenAI in teaching and learning. The course discussions significantly increased pre-service teachers' awareness and foundational knowledge while reducing anxiety towards AI technologies. However, despite exposure to ChatGPT, only a few confirmed uncertainties evidenced by emotional responses, such as worry and concern. Professional development in AI literacy can address these uncertainties and enhance teachers' understanding about using GenAI in class. The study offers insights into responsible GenAI adoption in learning.

引用

页码：131 / 156

页数：26

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