The  Technology Page:

Around the world, technology is reshaping childhood in ways that were almost unimaginable a decade ago. As educators and parents, we are all trying to work out how to balance the opportunities that artificial intelligence (AI) brings with the timeless needs of children - for play, creativity, connection, and care.

The following article looks at how AI is being woven into the lives of children in China. While their context is very different from ours, their experience raises important questions for all of us here at Western Heights.

AI Is Reshaping Childhood – What China’s Experience Can Teach Us

Across China, artificial intelligence (AI) is becoming part of everyday childhood. From robot tutors that talk and teach, to chatbots that comfort toddlers, technology is rapidly taking on roles once filled by teachers, parents, and friends.

The Chinese government sees AI as key to the nation’s progress, investing heavily in bringing it into schools. Companies are quick to respond, developing tools that promise to raise achievement, reduce teacher workload, and help children learn at their own pace. For many parents, these tools are cheaper, more convenient, and always available, which is an attractive option in a highly competitive education system.

The Promise of AI

For some families, the results seem impressive. One mother bought her 12-year-old son an AI-powered robot dog that chats, helps with homework, and even reports on the home when she’s away. “He asks the dog about everything,” she said. “Through AlphaDog, he’s learning what the world is like.”

In schools, AI-based programs now grade assignments, plan lessons, and even offer “AI counselling booths” for students to talk about worries or stress. Some provinces have made AI education compulsory and expect all teachers to be trained in its use within five years.

The Cautionary Side

Researchers, however, are beginning to ask important questions. Is all this technology actually improving learning, or just adding another layer of pressure? Yong Zhao from the University of Kansas believes people are buying into AI faster than they are understanding it.

Others warn that overreliance on automation may weaken children’s ability to think independently. Jeremy Knox from Oxford University notes, “If young people are relying more and more on automated responses, they are losing the ability to think for themselves.”

There are also growing concerns about equity. Families in cities can afford the latest devices and internet speeds, while children in rural areas often disadvantaged with the quality of internet access and the quality of equipment they can afford. The result may be a widening gap, not a narrowing one.

AI as Babysitter

AI is also finding its way into family life. ByteDance’s Doubao app, for example, can tell stories, soothe crying toddlers, and chat like a friendly adult. Many parents admit it gives them a much-needed break, but some notice subtle changes in their children afterwards. One mother found her four-year-old became impatient after talking with the chatbot, perhaps because AI never disagrees or sets limits.

What We Can Learn

China’s experience offers both inspiration and a warning. There is no doubt AI can be a helpful tool - one that supports teachers, frees up time for creativity, and provides extra help for learners who need it. But it can’t replace the uniquely human aspects of childhood: play, friendship, curiosity, empathy, and the joy of learning with and from others.

As one education researcher from Singapore put it, “We need to use AI in ways that help the child grow, rather than make the child lazy.”

A Question for Us

As technology becomes more capable and more accessible here in New Zealand, we’ll face similar choices. What do we want our children to gain from AI - and what do we want to protect?

At Western Heights, we continue to explore technology in ways that support creativity, wellbeing, and human connection. The challenge, as always, is to use tools wisely - keeping people, not programs, at the centre of learning.

Three Takeaways for Parents

1. Keep People at the Centre.

AI can support learning, but it can’t replace relationships. Children grow best through real conversations, curiosity, and shared experiences.

2. Be a Co-Learner, Not a Gatekeeper.

Explore AI tools alongside your child. Ask what they’re learning, what surprises them, and what they think about it. Curiosity is the best safeguard.

3. Set Healthy Boundaries.

Use AI and devices in family spaces where you can see and share what’s happening. Technology should serve your family - not the other way around.

A Social Media Message to Our Community

This was  originally shared via Community Post on HERO.

Kia Ora Whānau,

I would like to share a few thoughts about children’s use of social media and online platforms such as YouTube, TikTok, Roblox, Fortnite, Snapchat, Instagram, and PlayStation. Most of these platforms are designed for young people aged 13 and older, and there is growing support worldwide for raising that minimum age to 16.

At school, we’re seeing an increasing number of issues linked to students using these platforms before they’re ready. Children are being exposed to material that is not age-appropriate, and we’re also seeing more online conflict and even bullying spilling into school life.

Our teachers already dedicate enormous energy to social learning, literacy, and numeracy. When time is taken up resolving online conflicts that happen outside school hours, it pulls focus away from what matters most - your children’s learning and wellbeing.

We respectfully ask that families take responsibility for managing these platforms to help minimise impacts and issues arising from social media use at home or online. Ideally, we would prefer that you do not allow your child to use these apps or games if they are under the recommended age. We want to be helpful and supportive, but our primary focus is on what happens at school and ensuring children are safe here and learning successfully.

A few simple steps can make a real difference:

• Keep devices in family areas, not bedrooms.

• Set clear time and content boundaries.

• Talk with your child about what they watch, play, and share.

• Model good online behaviour yourself - children learn more from what they see than      what they’re told.

To keep things safe and calm before and after school, we’ll also be asking students not to use internet-capable devices during those times.

We know parenting in a digital world is tough. We also know that, together, we can help our tamariki grow up safe, kind, and confident online.

Ngā mihi nui,

Ash Maindonald

Principal