TEACHER EDUCATION FOR AI WITH ELEMENTARY SCHOOL STUDENTS: CRITICAL MEDIATION, ETHICS AND PEDAGOGICAL INTENTIONALITY

Resumen

The growing presence of artificial intelligence in educational platforms and everyday digital services is reshaping teaching and learning in elementary schooling, demanding teacher education that goes beyond technical training. Grounded in a narrative literature review, this chapter discusses teacher education for pedagogical work with AI with children and early adolescents, articulating three interdependent dimensions: intentional pedagogical mediation, sociotechnical ethics, and algorithmic criticality. The discussion mobilizes Selwyn, Williamson, Holmes and Tuomi, Rojo, Lankshear and Knobel, Papert, Floridi, Noble, Benjamin, Zuboff and international guidelines, particularly UNESCO. It argues that educating teachers for AI requires understanding the non-neutral nature of technologies, the risks of datafication and surveillance, the reproduction of bias and inequality, and the need for didactic practices that strengthen authorship, multiliteracies, inquiry and autonomy in digital environments. The chapter proposes that teacher education should integrate theoretical foundations, critical case analysis, pedagogical criteria for AI use, data protection and collaborative professional cultures. It concludes that the ethical and educational integration of AI in elementary schooling depends on structured policies for initial and continuing teacher education, data governance, and a commitment to cognitive justice and children’s rights.