Fostering Pre-Service Teachers’ AI Literacy through School Implications
As technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher dev...
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| Format: | Article |
| Language: | English |
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Engiscience Publisher
2024-12-01
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| Series: | Journal of Philology and Educational Sciences |
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| Online Access: | https://engiscience.com/index.php/jpes/article/view/155 |
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| author | Prasart Nuangchalerm Veena Prachagool Antomi Saregar Yusnita Md Yunus |
| author_facet | Prasart Nuangchalerm Veena Prachagool Antomi Saregar Yusnita Md Yunus |
| author_sort | Prasart Nuangchalerm |
| collection | DOAJ |
| description | As technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher development. It then explores AI tailored learning based on individual differences and interests, instant feedback, and interactive interaction. Key results imply that its implications may help pre-service teachers' AI literacy by improving their understandings and necessary skills of AI principles, problem-solving abilities, and attitude toward technology integration in education. The study also addresses ethical concerns, technical limitations, and the necessity for ongoing professional development. This paper helps teachers, curriculum developers, and policymakers effectively integrate data-driven interventions into pre-service teacher preparation. The Pre-service teachers must learn AI literacy to manipulate the changing learning environment as well as pedagogical practices for effective classroom. The need for continued research and collaboration to improve AI inclusion in pre-service teacher preparation for AI literacy are now should be continuing. |
| format | Article |
| id | doaj-art-6467eebebe8140d7bd9c401423f13d46 |
| institution | DOAJ |
| issn | 2959-0361 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Engiscience Publisher |
| record_format | Article |
| series | Journal of Philology and Educational Sciences |
| spelling | doaj-art-6467eebebe8140d7bd9c401423f13d462025-08-20T02:39:29ZengEngiscience PublisherJournal of Philology and Educational Sciences2959-03612024-12-0132778610.53898/jpes2024327155Fostering Pre-Service Teachers’ AI Literacy through School ImplicationsPrasart Nuangchalerm0https://orcid.org/0000-0002-5361-0377Veena Prachagool1https://orcid.org/0000-0002-6658-8498Antomi Saregar2https://orcid.org/0000-0002-2652-1694Yusnita Md Yunus3https://orcid.org/0000-0002-7114-0874Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Kham Riang, 44150, ThailandDepartment of Curriculum and Instruction, Faculty of Education, Mahasarakham University, Kham Riang, 44150, ThailandDepartment of Physics Education. Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Raden Intan Lampung, Bandar Lampung, 35131, IndonesiaSchool of Educational Studies, Universiti Sains Malaysia, Penang, 11800, MalaysiaAs technology advances, AI in schooling becomes more commonly used in learning assistance and academic purposes. This review study examines improving pre-service teachers' AI literacy in the modern classroom. The study starts with an overview of AI literacy in the way of pre-service teacher development. It then explores AI tailored learning based on individual differences and interests, instant feedback, and interactive interaction. Key results imply that its implications may help pre-service teachers' AI literacy by improving their understandings and necessary skills of AI principles, problem-solving abilities, and attitude toward technology integration in education. The study also addresses ethical concerns, technical limitations, and the necessity for ongoing professional development. This paper helps teachers, curriculum developers, and policymakers effectively integrate data-driven interventions into pre-service teacher preparation. The Pre-service teachers must learn AI literacy to manipulate the changing learning environment as well as pedagogical practices for effective classroom. The need for continued research and collaboration to improve AI inclusion in pre-service teacher preparation for AI literacy are now should be continuing.https://engiscience.com/index.php/jpes/article/view/155ai literacychatboteducational technologypre-service teachersteacher development |
| spellingShingle | Prasart Nuangchalerm Veena Prachagool Antomi Saregar Yusnita Md Yunus Fostering Pre-Service Teachers’ AI Literacy through School Implications Journal of Philology and Educational Sciences ai literacy chatbot educational technology pre-service teachers teacher development |
| title | Fostering Pre-Service Teachers’ AI Literacy through School Implications |
| title_full | Fostering Pre-Service Teachers’ AI Literacy through School Implications |
| title_fullStr | Fostering Pre-Service Teachers’ AI Literacy through School Implications |
| title_full_unstemmed | Fostering Pre-Service Teachers’ AI Literacy through School Implications |
| title_short | Fostering Pre-Service Teachers’ AI Literacy through School Implications |
| title_sort | fostering pre service teachers ai literacy through school implications |
| topic | ai literacy chatbot educational technology pre-service teachers teacher development |
| url | https://engiscience.com/index.php/jpes/article/view/155 |
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