ARTIFICIAL INTELLIGENCE AND DIGITAL TECHNOLOGIES IN EDUCATION: PEDAGOGICAL PRACTICES AND TEACHER EDUCATION

Abstract

The expansion of digital technologies and Artificial Intelligence (AI) in educational contexts has led to profound transformations in pedagogical practices, teaching–learning processes, and teacher education. Rather than merely technical tools, these technologies operate as sociotechnical mediations that reorganize language practices, modes of knowledge production, and pedagogical relationships in contemporary schooling. This chapter aims to critically analyze the presence of Artificial Intelligence and digital technologies in school education by articulating pedagogical practices, language, and teacher education, grounded in critical education theory, studies on literacies, and ethical reflections on educational technologies. The analysis problematizes dominant discourses of innovation, efficiency, and personalization often associated with digital technologies, emphasizing the centrality of pedagogical mediation and educational intentionality in their use. It also discusses the impacts of technologies on authorship, assessment, students’ intellectual autonomy, and educational equity. The chapter concludes that the critical integration of Artificial Intelligence and digital technologies can contribute to more meaningful educational practices when guided by pedagogical projects committed to human development, critical reflection, and social justice, reaffirming the teacher’s role as a central mediator in the educational process.