Early Childhood Education Teachers' Perceptions of the Use of Artificial Intelligence Technology

Abstract

  This research aims to explore the perceptions of early childhood education teachers regarding the use of artificial intelligence (AI) technology to answer the challenges of current developments in theera of society 5.0. This research uses a descriptive qualitative approach, and data collection through literature reviews and surveys given to 103 respondents from early childhood education teachers. Next, all the data collected from the literature review and survey results are analyzed to be described. The research results show that more than half of the respondents admitted that they were not familiar with or even had not implemented AI technology, especially in supporting more interesting learning in the classroom. Some other respondents who have been familiar with and implemented AI applications such as Canva, social media and Google Search stated that AI applications have been proven to provide great benefits in increasing children's engagement and learning experiences. Most respondents showed a positive attitude towards this technology and were willing to adopt it in classroom learning if provided with sufficient training and support. This research suggests that there is a need for collaboration between existing stakeholders, namely the government, educational institutions and the community to provide adequate training and technological facilities to ensure the effective implementation of AI in early childhood education. In this way, it is hoped that AI can enrich the learning experience for young children while also being able to answer the challenges of current developments in the era of society 5.0.