As I search for the right school for my daughter, a common theme emerges: technology is at the forefront of education. In every school I visit, administrators stress the necessity of a personal device, explaining that lessons, homework, and communication will all be digital. Collaboration will happen online, where students contribute their parts electronically. Pens and paper? Becoming obsolete.
After all, they argue, we must prepare children for their future.
Their future being…technology?
When I discuss this with other parents, most express discomfort with the increasing reliance on screens. Yet, they often resign themselves to it with a shrug. “They’ll need digital skills for the future,” they say. And while I fully acknowledge the importance of computer science, digital literacy, and AI, I question whether our fear of our children missing out on developing the skills for a digital world is overshadowing the very real experiences of hands-on learning.
I can’t help but reflect on my own experiences growing up. I remember constantly hearing about the dire state of the environment—that it would be up to my generation to fix the damage already done. Even as a child, I found this frustrating. The very adults who had created the problem now placed the responsibility on me. They had built technologies and systems to improve lives without fully considering the long-term environmental impact. How could they be so advanced in one respect yet so shortsighted in another? Were these consequences truly unforeseen, or were they simply too caught up in the thrill of innovation to pause and reflect?
Now, as a parent and teacher, I find myself at a similar crossroads. I recognize the AI-driven excitement of 2025 but also deeply value tangible, hands-on experiences. I want our children to benefit from technological advancements, but I also want them to experience the joy of working together, manipulating materials, and discovering processes for themselves.
A friend, who is skilled in 3D design, is able to manipulate a cardboard box in a matter of minutes into something extraordinary. Hand me the box…and well I need a bit more time…and guidance, yet when my daughter and I climbed into our cardboard, convertible truck…I’ll admit that I felt immense pride. As a science teacher, I’ve watched students marvel at making slime, building volcanoes with baking soda and vinegar, and using magnets to control a paper clip under the table—moments of discovery that feel like magic. Hands-on experiences like mixing colors, wiring a light bulb or sawing wood to create something tangible provide lessons that no digital simulation can replace.
And although these activities may be designed for primary students, I would find it hard to believe that highs school students don’t enjoy getting their hands involved. Give them a chance at home economics -Shop class, remember those? Cutting wood to build furniture, sewing a top, cooking a meal—these are real, valuable skills. Yet, they are disappearing, even though they teach not just technical skills but also communication and collaboration. As technology connects us with people worldwide, shouldn’t we also ensure that children know how to communicate effectively—not just through AI-generated emails and posting assignments but with their own authentic voices?
I am trying to keep an open mind. I recognise the advantages that come with this extra AI excitement for 2025 and how technology will continue to help improve many systems. I, myself am constantly using technology and am happy to learn more ways to make my work efficient and fast with all the joys that AI is bringing. I recognise the digital world is one my daughter is living in and that she will need the same skills as she grows but I don’t fear her getting there. She will have no choice, tech is everywhere.
What she seems to be losing out on is those very real human experiences, free play and discovery, a chance to know her own voice and the opportunity to use and explore a variety of materials. In her future, I want her to be able to cook a meal, fix a flat bike tire, build a shelf or create art she is proud of. I want her to consider perspectives, be a kind person, and problem-solve. I want her to have opportunities and a life she sees worth living. I guess…in essence I want her future to be about more than technology.
