This article presents a practical proposal to address a highly current challenge: integrating artificial intelligence in the classroom without reducing it to simply “using tools.” To this end, it adapts Allan Carrington’s well-known Pedagogy Wheel and introduces an “AI Pedagogy Wheel,” conceived as a visual guide to help educators design AI-supported learning activities while keeping pedagogy at the center.
The key idea is that AI can enhance teaching and learning, through personalization, feedback, assessment, and support for creativity, but only when it is incorporated with clear pedagogical intent, rather than as a superficial add-on.
The adaptation is grounded in a rigorous methodology. The authors conduct a systematic review and mapping study (following PRISMA guidelines), along with a bibliometric analysis of term co-occurrence using VOSviewer.
From this work, four major thematic clusters emerge that justify the development of the wheel:
- integration of AI to improve education,
- use of educational technologies in teaching and learning,
- pedagogical design and innovation, and
- sustainable and ethical education.
Based on these foundations, the wheel is organized into concentric rings that connect AI with cognitive levels (an adapted Bloom’s Taxonomy) and levels of technological integration (an adapted SAMR model), offering examples of uses and tools according to task complexity. Its most distinctive contribution is the inclusion of a Reflective–Metacognitive level, which emphasizes ethics, responsibility, privacy, and critical thinking, addressing not only what AI can do, but also what it means to use it and how to assess its limits.
The article also highlights a key condition for success: effective integration depends on the active involvement of teachers in planning and implementation, and on keeping the framework updated in response to the rapid emergence of new applications.
Overall, the wheel functions as a reference resource to help move from enthusiasm or uncertainty about AI toward a more conscious, gradual, and pedagogically grounded instructional design.
---
How to Cite: Jiménez-García, E., Orenes-Martínez, N., & López-Fraile, L. A. (2024). Pedagogy Wheel for Artificial Intelligence: adaptation of Carrington’s Wheel. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 87–113. https://doi.org/10.5944/ried.27.1.37622
