Powerful or mediocre? Kindergarten teachers’ perspectives on using ChatGPT in early childhood education

ABSTRACT

Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful tool while others seeing it as mediocre. Potential benefits of using ChatGPT in education were identified in the areas of lesson planning, pedagogical and content knowledge, and twenty-first-century skills. However, teachers also highlighted concerns regarding hardware issues, lack of resources, and accuracy. To facilitate the effective use of ChatGPT in teaching practices, teachers identified the need for policy and school support, as well as teacher training. It is crucial for policymakers and school administrators to recognize the potential of ChatGPT in enhancing teaching and learning and to provide resources and develop supportive policies accordingly. Moreover, providing teachers with adequate training on how to utilize ChatGPT effectively can boost their confidence and competence in incorporating this technology into their classrooms.

KEYWORDS:

• ChatGPT
• kindergarten teachers
• artificial intelligence
• teacher perceptions
• educative AI

Disclosure statement

No potential conflict of interest was reported by the author(s).

Authors’ contribution

SJ: Conceptualization, Methodology, Data curation, Formal analysis, Investigation, Writing- Original draft preparation, Writing- Reviewing & editing. WY: Writing-Original draft preparation, Writing- Reviewing & editing.

Additional information

Notes on contributors

Jiahong Su

Jiahong Su is currently a Ph.D. candidate in the Faculty of Education at the University of Hong Kong. Her research interests focus on AI, CT, and STEM in early childhood education. Her recent publications have appeared in peer-reviewed journals such as Computers & Education, British Journal of Educational Technology, and Educational Technology Research and Development.

Weipeng Yang

Weipeng Yang specializes in early childhood curriculum and pedagogy with interests in STEAM education (coding/computer programming, robotics, AI literacy, makerspace, virtual worlds, etc.), positive education, and professional learning. His research focuses on curriculum design and professional support for early childhood educators to scaffold young children's learning and promote their social-emotional wellbeing. His work with young children (especially those who are socially disadvantaged), teachers, parents, and communities aims to explore effective and sustainable approaches to high-quality curriculum and instruction in early childhood settings. He has extensive experience in conducting quantitative investigations and experiments, qualitative case studies, and evidence-informed policy studies.