Research and development work in artificial intelligence in education (AIED) is wide ranging and rapidly growing to support all areas of science, technology, engineering, and mathematics (STEM) teaching and learning. At the risk of hyperbole, this is potentially the most fundamentally game-changing technology for education to emerge since the internet. Building from decades of work on AI and AI-based learning and teaching technologies, the recent advances in AIED are pushing us to reimagine what is possible for STEM teaching and learning. AIED research initiatives are being speedily funded, and AIED advances are quickly becoming integrated into STEM education. It is transforming how teachers teach and how students learn. It is also transforming how education developers and researchers conduct their expansive work. There is excitement about the promise of AIED as well as growing concern that the breakthroughs in AIED are impacting everyday education practice in ways that may perpetuate long-standing biases and diminish the potential for positive outcomes. This brief is the first in a three-part series on AIED related to STEM research, teaching, and learning. The topics address ethical approaches to AI in STEM education research, AI for STEM teaching, and AI for STEM learning. This series is sponsored by the Community for Advancing Discovery Research in Education (CADRE), a National Science Foundation-funded network for STEM education researchers endeavoring to improve STEM teaching and learning through research, development, and various information-sharing and community-building mechanisms. Researchers in the CADRE network are part of a portfolio of projects funded through NSF's Discovery Research PreK-12 (DRK-12) program. The DRK-12 portfolio is wide-ranging, with a multitude of projects that focus on applied research and development to generate innovative research-informed and field-tested tools, products, and approaches that are intended to enhance STEM teaching and learning. Over the past several years, the portfolio has grown to include an increasing number of projects that leverage AIED to achieve their goals related to teaching or learning. It is expected to continue to grow. This series has been inspired by the question, "What are the essential considerations for researchers and developers who are designing, studying, and using AI in K-12 STEM?" Our hope is that the opportunities and challenges discussed in this series will generate reflection and rich discussion for the better and support the transformative use of AI to achieve positive and wide-reaching impact for all learners. In this first brief, "Toward Ethical and Just AI in Education Research," the authors are concerned with the ethical reasoning and decisions made in the development, study, and use of AIED technologies. Recognizing that AIED technologies reflect both the intended and unintended biases of the designers and the wider society, they advocate for the adoption of policies and practices that prioritize ethics, equity, and justice in research and development initiatives using AIED technologies in K-12 education. In an effort to provide guidance to researchers and developers, they lay the groundwork for responsible AI research and its implementation in educational settings. This foundation draws in part from the ethics rules for research with human subjects that have guided researchers for decades, but goes beyond this to frame a more all-encompassing stance rooted in justice and equity. The authors illustrate how ethical AI research can be strengthened by building from well-established ethical principles used in research and society at large. Taking into account these principles, they propose an ethical AIED framework and a set of tools that they have found to be supportive of continuous reflection, communication, and improvement toward inclusive and equitable AIED research and development. Their guidance is in the service of ensuring that the good intentions of researchers and developers will lead to positive design decisions and actions that create inclusive AIED technology products and systems. This is a valuable contribution that encourages a shift in focus to bring ethics, justice, and the values of communities of teachers, students, and families to the forefront of research and development practice.