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Purpose: This study explored pre-service teachers' perception of AI changes through an educational program that utilize AI. Methods: An educational program was developed that provides opportunities for pre-service teachers to design classes using AI and implement them through teaching practicum and used to investigate the educational effectiveness of seventeen pre-service teachers at a university in Chungcheongbuk province. Fourteen questions corresponding to the two categories of ‘Accessibility of AI’ and ‘Similarity between AI and Human’ were administered in pre- and post-surveys. Changes were also investigated in the pre-service teachers' perception of artificial intelligence based on the output and interview data submitted by the pre-service teachers that supplemented the survey results. Results: As a result of the study, the educational program developed in this study showed educational effectiveness. Through the educational program, pre-service teachers showed changes in their perception that AI can be used by anyone, that AI is safe, that AI cannot replace human jobs, and that AI learns through human input. However, it was found that pre-service teachers felt a financial burden in having to subscribe to artificial intelligence, and there was a limit to changing the thinking that artificial intelligence can solve problems like humans. Conclusion: In the future, in order to improve the pre-service teachers' perception of AI and to actively implement classes using generative artificial intelligence in schools, schools should provide financial support when using AI programs, or let pre-service teachers recognize the operating principles of artificial intelligence and the differences between humans. There is a need to develop more sophisticated pre-service teacher education programs for content that shows limited effectiveness.
Lee et al. (Wed,) studied this question.