Speaker
Description
The emergence of generative artificial intelligence (AI) has quickly opened the door to new ways to develop teaching and learning at various stages of education. With the growing availability of AI tools, primary school teachers should also be able to foster the required knowledge and practice to know when and where to use these tools to effectively and responsibly deploy. However, little is known about teachers’ knowledge of AI literacy and readiness for adopting AI in classrooms. This study examines Vietnamese primary school teachers' AI literacy; their preparedness for AI, difficulties with digital literacy, and professional development. It adopted a mixed-methods design. Quantitative data were collected via a questionnaire given to 150 respondents, and semi-structured interviews were carried out with 10 teachers to gain additional information from their experiences and concerns. Descriptive statistics and inferential analyses were carried out to examine teachers' AI literacy levels and readiness, while thematic analysis was pursued for interview data. Findings indicate that although teachers generally have positive attitudes to AI, their AI literacy levels vary greatly. The most significant difficulties are that of insufficient opportunities for training, concerns over the ethics involved and uncertainty about pedagogic integration. The research indicates that targeted interventions in terms of professional development as well as institutional support are required to foster responsible and successful AI implementation in the initial stages in primary education.
