Generative Artificial Intelligence Preparedness and Technological Competence

Abstract

This research aimed to understand the technological competence and readiness of teachers at Hunan Normal University, Hunan Province, China regarding generative artificial intelligence (GAI). The main objective was to gauge the current state of teacher technological competence and strategize on enhancing their skills amidst rapid technological progress in education. Utilizing an adapted computational thinking scale from Korkmaz et al. (2017), the study evaluated the Generative Artificial Intelligence (GAI) preparedness using a four-point Likert-scale. High scores were indicative of better preparedness. Another instrument adapted from Syn-Jong and Yuhue Chang's 2016 study assessed teachers' technological proficiencies. This research sought to introduce a program boosting the technological competence of university teachers, drawing inspiration from knowledge management theories and analyzing determinants of its effectiveness. The program aims to facilitate systematic training, enabling educators to master generative AI tools, comprehend best teaching practices, and promote collaboration. Key findings included: A significant proportion of female teachers aged 41-50 are from the Colleges of Chemistry, Chemical Engineering, and Commerce. The evident preparedness amongst teachers implies the positive potential of GAI in education.Gender discrepancies exist in GAI preparedness, suggesting gender-biased perceptions.Teachers displayed high technological competence, indicating their ease with technology integration.Female educators might be more technologically aware due to factors like ease of technology integration and intensive training. Younger teachers seem more tech-savvy, and teachers from different departments exhibit varied technological proficiency.A direct relationship was observed between GAI preparedness and technological competence, suggesting those trained in GAI might have superior technological competency.Recommendations based on the study:Promote continuous professional development and encourage more collaborative efforts.Utilize the technological strengths of female teachers, fostering mentorship and balanced knowledge sharing.Strengthen support for teachers in their technological endeavors, promoting workshops and online collaborations.Provide specialized training for the College of Physical Education teachers to enhance their tech skills.Innovate teacher education initiatives to improve GAI preparedness and technological competence.Implement the proposed digital teacher training program centered on GAI, equipping teachers to seamlessly integrate GAI into their classrooms, promoting innovative and flexible teaching methods.