Exploring AI Use in Instructional Planning: Voices of Early Childhood Pre-Service Teachers

• In Event: AI in Teacher Preparation: Exploring Literacy, Lesson Planning, and Collaborative Practices

Abstract

This study explores early childhood pre-service teachers’ experiences with and perceptions of Artificial Intelligence (AI) tools in instructional planning. Guided by the Technology Acceptance Model 3 and the Unified Theory of Acceptance and Use of Technology, the research investigates how scaffolded workshops shape participants’ views and adoption intentions. Thirty-six students from two U.S. universities completed surveys, attended workshops, and submitted reflections; ten also participated in interviews. Findings indicate that scaffolded support enhanced participants’ confidence, perceived ease of use, and recognition of AI’s usefulness for differentiation and planning. Faculty modeling, guidance, and peer dialogue influenced adoption attitudes. Concerns about accuracy, ethics, and context-specific appropriateness also emerged. The study underscores the importance of structured AI competency in teacher preparation programs.

Authors

• Jaehee Kwon, SUNY at Fredonia

• Sung Eun Jung, University of Arizona