Empowerment or Negativeenergy?—Opportunities, Challenges and Reflections of Preschool Teachers under the Application of Artificial Intelligence

Yanran Wang; Chun Fu; Ying Liu; Xi Zhang; Yun Zheng; Furong Guo; Shiwei Hu

doi:10.61414/4a17gm79

Abstract

From the perspective of I-TPACK theory and entanglement and symbiosis human-computer interaction theory, combined with the analysis of narrative interview materials made by 15 preschool teachers in the whole kindergarten, the current practice status of teachers using AIGC or intelligent tools for home communication, lesson plan design, courseware production, and visual observation of children is investigated with the method of narrative inquiry. The study found that AI is an enabling resource to promote preschool teachers to use data to think, design courses, and complete role changes, but at the same time there are three boundary conflicts: human-machine emotion, educational wisdom, and preschool information ethics. In addition, when teachers use relevant tools, they often have practical troubles such as difficulty in writing prompt words, high operating thresholds, technical dependence, and insufficient AI resources for preschool education. The research proposes three professional growth paths: reshaping teachers’ professional role cognition, cultivating an AI preschool education dual-core literacy system, and building an artificial intelligence teaching and research community to promote the professionalization of preschool teachers.

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