Navigating AI Integration: Early Childhood Pre-Service Teachers' Use of AI Tools in Instructional Planning

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 2
  In Roundtable Session: AI in Preservice Teacher Education: Perceptions, Planning, and Pathways

Abstract

This study examined how early childhood pre-service teachers integrated AI tools into lesson and assessment planning. Six participants completed surveys, created initial and revised plans, submitted AI interaction logs, wrote reflections, and participated in interviews. Thematic analysis revealed four key findings: pedagogical gaps were reflected in AI use; varying levels of AI communication literacy emerged; efforts to balance instructional voice with technological support were evident; and ethical uncertainty shaped engagement. Those with stronger pedagogical foundations used AI more strategically and critically, while others struggled to align AI outputs with instructional goals. Findings suggest that effective AI integration in teacher education requires pedagogically grounded preparation, explicit prompting instruction, and ethical modeling while helping faculty identify areas needing targeted support.

Author

• Jaehee Kwon, SUNY at Fredonia