Teacher’s Perceptions and Needs for the Use of Humanoid Artificial Intelligence Robots in Early Childhood Education
AUTHOR : 이보람, 안혜령, 조우미
INFORMATION : page. 181~210 / 2022 Vol.29 No.3
ABSTRACT
This study aims to investigate teacher’s perception, utilization plan, and practical needs for introducing humanoid artificial intelligence robots in early childhood education settings. Six focus group interviews were conducted with twenty-two early childhood teachers. The results of the study are summarized as three main themes. First, teachers showed an ambivalent attitude toward the use of advanced devices such as robots. Although there were positive perceptions such as appropriate attempts at social changes, reducing the teachers’ burden, and enhancing teachers’ professionalism, most teachers expressed some concerns and fears as they encountered the negative aspects of AI dealt with in the media without actual experiences. Second, the robot utilization plan varied in roles and functions that were expected by teachers, which depend on how much authority they would give to the robots. However, this appeared in five main areas of teachers’ responsibilities: caregiving, teaching, assessment, counseling and administrative work. The study suggests that careful preparation is necessary based on the governance of industrial, academic, government and related entities as well as teacher education about the advantages and functions of robots for introducing humanoid artificial intelligence robots effectively and professionally within classrooms.