만 5세 유치원 교실에서 AI 앱 활용의 실제

Abstract

This study examines the possibility of using AI apps by observing what happens in the classroom during the use of AI apps from the perspective of teachers, children, and the environment through a case study of curriculum implementation in two 5-year-old kindergarten classes. This study provides basic direction for implementing digital literacy education. Therefore, we examined the use of AI apps in two classes of 5-year-old kindergartens through regular interviews and teacher journals for 16 weeks from September 4 to December 29, 2023. The results of this study are as follows: First, during this study, the researcher introduced the teacher to the AI apps: the teacher explored the app’s functions, predicted the children’s reactions. Additionally, the teacher included the AI apps in the class planning process and prepared well to ensure this could be done smoothly. The teacher also encountered problems with the application and modified the physical environment to suit them. The teacher responded to and supported children’s needs, and intervened when problems arose. Second, children discovered new things using AI apps, used the knowledge and skills gathered during the exploration process. Children sometimes failed to achieve their intended goal. Additionally, they recognized conflicts had occurred and cooperated their peers to solve the problem. Third, there were difficulties using the AI apps due to the unstable internet environment or insufficient device capacity. It was found that to increase the digital literacy of teachers and children, environmental support, as well as supporting teachers’ perception changes, applying AI education, and expertise, are needed.