Developments in Generative Artificial Intelligence (GenAI) have opened up new possibilities for teachers to design and create learning contexts. However, despite the promising opportunities offered by this new technology, there is a fear that its use may lead to superficial learning by students, raising questions about what it means to use it responsibly. Therefore, it is important to develop a strategic vision that helps the teacher understand what can be considered an appropriate use of this technology in an educational setting. This research paper aims to support the responsible and conscious use of Generative AI systems by teachers and students. Starting from what are considered threats, a case study highlights the opportunities that this technology can offer: for learning and especially for the development of an inclusive teaching that also values students with Specific Learning Disorders (such as dyslexia). A set of indicators are proposed to monitor the learning process in order to encourage the creative exploration of this technology. These indicators are designed to be revised and updated over time, in order to ensure relevant information with technological change.