This mixed-methods study examined how K-3 teachers utilize artificial intelligence (AI) in writing instruction and their perceptions of the benefits and challenges associated with AI use in early childhood education, addressing a gap in existing research that has focused primarily on secondary and postsecondary learners. Using a stratified random sample of 948 South Carolina teachers, 107 completed a survey that included multiple-choice, Likert-scale, and open-ended items. Results showed that 80% of teachers used AI tools, with most applications supporting professional tasks such as generating instructional materials, refining communication with families, designing visuals, and differentiating content. Teachers reported saving a small amount of preparatory time, typically one to two hours per week. Despite these benefits, participants expressed strong reservations about using AI with young writers, citing concerns about developmental readiness, overreliance on AI, loss of creativity, inappropriate or inaccurate output, and issues of bias, privacy, and academic integrity. Many teachers reported having limited confidence in using AI and a desire for more training, peer examples, and guidance on developing student use in a developmentally appropriate manner. Findings highlight the need for clear expectations, scaffolded support, balanced use that preserves student creativity, and critical conversations about AI-generated content in early writing instruction.
Hall et al. (Mon,) studied this question.