2026-07-06T12:08:33Zhttps://docta.ucm.es/rest/oai/request

oai:docta.ucm.es:20.500.14352/1374692026-06-18T23:52:19Zcom_20.500.14352_1col_20.500.14352_6

Didactic guide. How to use Artificial Intelligence for an inclusive Primary classroom Pattier Bocos, Daniel What is this guide and who is it for? This guide explains, step by step, how a primary school teacher (tutor) can use Artificial Intelligence (AI) to make their classroom more inclusive, accessible and efficient. In the context of a bilingual primary classroom, AI is not a threat. It is a tool to differentiate, translate, scaffold and create – in seconds instead of hours. This guide is intended for: • Trainee teachers who want to add AI tools to their teaching toolkit. • Practising teachers who feel overwhelmed by AI and need a simple, inclusive approach. • Bilingual programme coordinators looking for strategies to support English language learners. • Teacher trainers who need structured materials for workshops on AI and education. This guide explains how to use Artificial Intelligence (AI) in an inclusive primary classroom. Aimed at trainee and practising teachers, bilingual coordinators, and teacher trainers, it debunks myths (AI will not replace teachers) and teaches how to write prompts to differentiate, translate, and create resources following Universal Design for Learning (UDL) principles. It includes examples for pupils with dyslexia, high abilities, or those learning English as an Additional Language (EAL). The guide also covers ethics, bias detection, and privacy. It concludes with a practical case study for seminars, showing how AI saves time and supports every learner. 2026-06-18T08:26:41Z 2026-06-18T08:26:41Z 2026 other https://hdl.handle.net/20.500.14352/137469 eng http://creativecommons.org/licenses/by-nc-sa/4.0/ open access Attribution-NonCommercial-ShareAlike 4.0 International