Whimsical Wonders or Digital Dangers: Exploring the Influence of Artificial Intelligence During Story Reading in an Early Years Classroom
DOI:
https://doi.org/10.62695/WSRI5131Keywords:
AI technology, early years education, story reading, technological innovation, traditional story reading elementsAbstract
This qualitative research explored the integration of Artificial Intelligence (AI) technology into story-reading sessions in an early years classroom. It focused on the strategies employed by a kindergarten educator in a Maltese state school to maintain a balance between technological innovation and traditional storytelling elements. Both the Early Childhood and Care National Policy Framework for Malta and Gozo (MEDE, 2021) and the Digital Education Strategy 2024–2030 (MEYR, 2024) emphasise integrating digital technology in early education to develop multi-literacy skills, foster creativity through digital storytelling and animation, and ensure a safe environment for communication and collaboration. The study aimed to identify innovative ways to use AI to enhance learning experiences and improve student outcomes while still preserving the essential aspects of human story reading. The goal of this research was to explore the thoughtful methods used by the kindergarten educator to blend AI into story reading, underlining how this integration benefits education by creating better learning environments for young students. Grounded in a qualitative framework, the research employed classroom observations and semi-structured interviews with the educator as primary data sources. This study not only enhanced theoretical understanding but also provided practical insights, offering useful perspectives for educators navigating the evolving realm of technology in early childhood education (ECE). Additionally, it aimed to assist policymakers in supporting educators with the effective integration of AI in their classrooms.
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