Embracing Innovation in Education: Investigating the Use and Impact of Artificial Intelligent Assistants Among Preservice Teachers

The study investigates the potential of Artificial Intelligence (AI) assistants in reducing administrative burdens on public school teachers in the United States, where approximately $1.04 billion annually is allocated for teachers to perform non-teaching tasks. As AI technologies advance, their integration into educational settings presents an opportunity to automate 20-40% of administrative activities, reallocating up to 13 hours per week toward more impactful educational engagements. The shift could significantly mitigate teacher burnout, a significant factor in the profession’s high turnover rates. The introduction of the AI chatbot, “EL” (Education and Learning in Inclusive Environments), is posited as a transformative tool designed to assist with routine administrative tasks, potentially enhancing educational efficiency and allowing teachers to focus more on direct student interaction and pedagogical innovation. The quasi-experimental research design employed a t-test and Cohen’s d to analyze the effects of AI assistant usage among pre-service teachers at the University of Central Florida. Through a pretest and post-test approach, the study assessed the effectiveness of AI assistants in creating lesson plans, including accommodations and modifications. Additionally, the research examined the correlation between the frequency of AI assistant usage and the likelihood of pre-service teachers allowing their future students to use AI tools. Preliminary results indicate a significant change in the practices of pre-service teachers regarding AI, as the paired t-test reveals a statistically significant difference between pre- and post-test scores (t = -5.26, p = 3.85×10⁻⁶), with notable improvements in their use of AI in educational settings. A t-test was completed to determine the difference between control student (without AI) and treatments students lesson plan (with AI) creation which was to include accommodations and modifications. Using SPSS, the analysis yielded a statistic of approximately -3.53 with a p-value of approximately 0.0009, suggesting that integrating AI assistants like "EL" can effectively support teachers and enhance students' learning experiences. These findings highlight the necessity of including AI literacy in teacher education programs. Correlational statistics were run to determine the relationship between the participants' use of AI and their attitudes toward their future students using AI assistants. The data yielded a t-statistic of -5.26 and a p-value of 3.85×10−6. which indicates a strong and statistically significant relationship between the frequency of pre-service teachers using AI assistants/chatbots for academic purposes and their propensity to allow future students to use such technology.