Review Article
Yuxin Zhang, Siti Hajar Binti Halili, Zamzami Zainuddin
CONT ED TECHNOLOGY, Volume 18, Issue 1, Article No: ep626
ABSTRACT
This systematic review analyzes 21 studies that met the inclusion criteria, retrieved from academic databases including Web of Science, Scopus, SpringerLink, and ACM Digital Library, to explore the integration of generative AI (GenAI) in preschool education. A systematic review methodology was applied, with specific inclusion and exclusion criteria to ensure the relevance and quality of the selected studies. Thematic analysis was employed to synthesize the findings. The results reveal that GenAI offers significant opportunities to enhance personalized learning, improve collaboration among educators, and foster educational equity. Notably, it supports dynamic and flexible teaching practices, aids in content creation, and promotes multi-role collaboration. However, challenges such as concerns over content reliability and age appropriateness, digital competence, and the potential reduction in children’s creativity must be addressed. Ethical issues, including data privacy risks and unequal access to technology, further complicate the widespread implementation of GenAI. Future research should focus on the long-term impact of GenAI on child development, examine its implementation in low-resource settings, and develop frameworks for responsible artificial intelligence use. By overcoming these challenges, GenAI has the potential to revolutionize preschool education, offering more engaging, equitable, and personalized learning experiences.
Keywords: generative AI, preschool education, SWOT (strengths, weaknesses, opportunities, threats), systematic review
Research Article
Nuri Kara, Kursat Cagiltay
CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 119-141
ABSTRACT
The purpose of this study is to understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.
Keywords: preschool education, preschool teachers, technology use, children, in-service teachers