Yang, ShulingAppleget, Carin2024-10-282024-10-282024-07-01Yang, Shuling, and Carin Appleget. “An Exploration of Preservice Teachers’ Perceptions of Generative AI: Applying the Technological Acceptance Model.” Journal of Digital Learning in Teacher Education 40, no. 3 (July 2, 2024): 159–72. https://doi.org/10.1080/21532974.2024.2367573.https://doi.org/10.1080/21532974.2024.2367573http://hdl.handle.net/11603/36827Guided by the Technology Acceptance Model, the researchers designed a Google Form survey to explore elementary preservice teachers’(PSTs’) perceptions of using Generative AI (GenAI) as part of an authentic literacy methods course activity. Following the activity, responses to a qualitative survey were analyzed to learn about PSTs’ experience of using GenAI in developing questions for a read-aloud. Findings indicated that many PSTs perceived GenAI as a useful teaching tool. In addition, they shared their concerns that GenAI may limit creativity and teacher agency. We also found a positive correlation between the use of GenAI in the activity and PSTs’ intentions to use GenAI in the future. The study adds to the current literature about TAM with GenAI and underscores the value of GenAI in promoting critical reasoning among PSTs. Pedagogical implications for teacher educators are also discussed.34 pagesen-USThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Digital Learning in Teacher Education on 1st July 2024, available online: https://www.tandfonline.com/doi/full/10.1080/21532974.2024.2367573.generative AIpreservice teachersQuestion-snswer relationshipread-aloudsTechnology acceptance model (TAM)Text