This preliminary quantitative research investigates preservice teachers' (PSTs) perceptions of adopting ChatGPT, an artificial intelligence (AI) tool, focusing on the early stage of the diffusion of innovation (DOI) process. The study aims to understand PSTs' innovation consciousness and how it influences their perceptions of integrating ChatGPT into their teaching and learning. Conducted at a teacher education campus through an online survey, the study explores correlations between innovation adoption and the use of AI-based technologies. The findings reveal positive correlations between attitudes towards innovation, technology use, and innovation consciousness, highlighting PSTs' readiness to adopt new technologies, particularly for academic writing. Notably, 21% of the participants were identified as early adopters who used ChatGPT to write papers and expressed a strong belief in the potential of AI in teaching, contrasting with those who had not used it. By integrating the Technology Acceptance Model (TAM), Diffusion of Innovation (DOI) theory and a constructivist approach, this research offers a deeper understanding of how PSTs engage in a constructivist process of exploration and adaptation. This theoretical framework goes beyond traditional analyses of technology adoption, presenting insights into how future educators will navigate and integrate AI tools such as ChatGPT into their professional development and transformative learning practices.