This paper provides an analysis of the role of AI text generators like ChatGPT in educational settings, focusing on both the potential benefits and challenges. It begins by introducing the didactic triangle model to analyze traditional teacher-student-content interactions and how this model is extended to a tetrahedron model including digital technologies. The text then reviews existing literature on the role of AI in education, exploring the performance, roles, and capabilities of AI text generators in educational contexts. These studies highlight the transformative potential of AI technologies in reshaping the role of teachers, who are seen as mediators and collaborators rather than mere information providers. The paper concludes that while AI text generators offer promising avenues for personalized and efficient learning, they also raise ethical and practical concerns that need to be addressed, like data privacy, the risk of misinformation, and the need for teachers to acquire new skills to effectively integrate AI into their teaching practices. The paper suggests that traditional didactic models may need to be revised to account for the complexities introduced by AI technologies, including their autonomous and ad- aptive nature. The paper calls for a multi-dimensional approach that considers pedagogical, ethical, and organizational aspects of education in the age of AI.