Pre-service teachers’ readiness and utilization of ChatGPT artificial intelligence tool towards learning educational technology concepts in North Central, Nigeria.

Introduction: This paper reviews the concept of ChatGPT as it relates to learning Educational Technology concepts. Conceptual and empirical reviews were carried out in the area of Pre-Service Teachers’ Readiness, utilisation, and challenges of ChatGPT. As a result of this review, a gap exists that warranted the conduct of this study due to the scarcity of evidence from research in the study area. Purpose: This study examined Pre-Service Teachers’ Readiness and utilization of ChatGPT Artificial Intelligence Tool towards learning Educational Technology Concepts in North Central, Nigeria. Methodology: Descriptive survey research design was adopted, targeting a population of 8,165 pre-service teachers in the North central Nigeria. Using a multi-stage sampling technique, a sample of 367 teachers was drawn. Data was collected with the aid of a structured questionnaire. Reliability coefficient of 0.77 using Cronbach’s Alpha was obtained. Data collected were analyzed using descriptive statistics. Result: Findings revealed that Pre-service teachers are ready to use ChatGPT to optimize learning of concepts in Educational Technology with a grand mean of 2.92. Furthermore, pre-service teachers showed a high level of utilization on ChatGPT, with a grand mean of 2.85. Conclusion: The study concludes that pre- service teachers in North Central, are ready to use ChatGPT and they actually use ChatGPT for learning, but factors such as infrastructural limitations hinders its usage. Recommendations: It recommends sustained professional development, provision of adequate Artificial intelligence tool, and policy support on proper use of ChatGPT.