Scholarlink

The purpose of this study was to better understand how early childhood educators use AI software tools. The research methods consisted of a questionnaire survey and interviews. A total of 50 questionnaires were distributed and six early childhood educators who had used some AI software (such as ChatGPT and Suno) were selected for semi-structured interviews. A quantitative analysis revealed that 90% of early childhood educators have heard of AI tools, but only about 50% have incorporated them into their work and found them easy to use. Importantly, only 17% were willing to pay for such tools. Among the respondents, 73% reported having heard of ChatGPT, 59% had heard of Canva, and 20% had heard of Copilot or Suno and had participated in AI tool-related training courses. However, 95% expressed the belief that learning to use AI tools would be helpful for practical use in daily life in the future. The qualitative analysis also showed that educators who used ChatGPT, Copilot, Suno, and other childcare-related tools often encountered and learned to use these software programs during their graduate studies or participation in Suno-related training, which they then applied in kindergarten settings. Based on interviews with childhood educators, we discovered that ChatGPT is frequently used to search for large amounts of text-based resources, assist with writing documents, and make sentences more fluid, as well as to help generate coherent and contextual thematic courses and designs (such as for holiday activities like Mother’s Day or Christmas) when difficulties were encountered. In one instance, Suno software was used to help create a class song for young children; however, the style of the song somewhat failed to meet expectations, for reasons such as the lyrics being sung in Cantonese rather than Mandarin. These findings indicate that the accuracy of AI software tools still needs improvement, and there is significant room for growth in how early childhood educators apply and understand AI-related software in their educational practices.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

An Exploratory Study on the Use of AI Software Tools by Early Childhood Educators

  • 会议论文

  • 发表日期：

    2025年

查看全文
  • Shu-Jung Lin,
  • Chien-Yun Yang

摘要

The purpose of this study was to better understand how early childhood educators use AI software tools. The research methods consisted of a questionnaire survey and interviews. A total of 50 questionnaires were distributed and six early childhood educators who had used some AI software (such as ChatGPT and Suno) were selected for semi-structured interviews. A quantitative analysis revealed that 90% of early childhood educators have heard of AI tools, but only about 50% have incorporated them into their work and found them easy to use. Importantly, only 17% were willing to pay for such tools. Among the respondents, 73% reported having heard of ChatGPT, 59% had heard of Canva, and 20% had heard of Copilot or Suno and had participated in AI tool-related training courses. However, 95% expressed the belief that learning to use AI tools would be helpful for practical use in daily life in the future. The qualitative analysis also showed that educators who used ChatGPT, Copilot, Suno, and other childcare-related tools often encountered and learned to use these software programs during their graduate studies or participation in Suno-related training, which they then applied in kindergarten settings. Based on interviews with childhood educators, we discovered that ChatGPT is frequently used to search for large amounts of text-based resources, assist with writing documents, and make sentences more fluid, as well as to help generate coherent and contextual thematic courses and designs (such as for holiday activities like Mother’s Day or Christmas) when difficulties were encountered. In one instance, Suno software was used to help create a class song for young children; however, the style of the song somewhat failed to meet expectations, for reasons such as the lyrics being sung in Cantonese rather than Mandarin. These findings indicate that the accuracy of AI software tools still needs improvement, and there is significant room for growth in how early childhood educators apply and understand AI-related software in their educational practices.