As a technology teacher, I often engage in conversations about technology's impact on our classrooms. The rapid growth of artificial intelligence (AI) has made us all think more critically about how technology will shape our world and individual work in the coming decades. It’s easy to get lost in speculation, but then I am reminded of a history lesson I once taught. I began the lesson by reading a primary text aloud to my students. Although I can't find the original text, here’s a similar quote:

Does this sound like a discussion about the benefits of AI? My students thought so too! In reality, this article was published in the 1830s during the Industrial Revolution. The themes it discusses—new tools increasing productivity, reducing skilled labor needs, and expanding creative possibilities—are the same ones we see today in discussions on AI. To illustrate this, I used a generative AI tool (Copilot) to rewrite the list in modern language about AI:

• AI enables the creation of solutions and innovations that were previously unimaginable.
• AI allows individuals and organizations to achieve higher productivity and efficiency, maintaining or improving quality while saving time and effort.
• AI facilitates the automation of routine tasks, allowing workers to focus on more complex and creative endeavors. (Outman et al.)

The list doesn’t change too much, does it? Ecclesiastes 1:9 reminds us, “[T]here is nothing new under the sun.” History has seen these cycles before, and thankfully, we can learn from them. Now that doesn’t mean we are off the hook from learning new things or changing, but it does mean we are not walking into something without any knowledge or background to support us.

Ultimately, technology is a tool. Like any innovation, tools can be used for great good but also bring unintended consequences. Take the car, for example. We could not imagine our lives without it, yet it has also expanded distances between families and made tight-knit communities less common. Theologian Carl Trueman notes that the invention of cars has contributed to the loss of generational faith communities, as people are no longer born, married, and buried at the same church. People have greater ability to move around. This serves as a reminder that while we embrace new technology, we must also critically consider its impact on our world and faith.

The rise of generative AI has reopened an essential conversation for educators seeking to understand how to prepare students for a world where AI changes the way we work and learn. Questions like “What does writing education mean in an age of AI?” and “Can a technology tool be creative?” highlight the tension between maintaining foundational skills and adapting to new tools. While technology evolves, strong educators will continue to balance innovation, ethical tools use, and the knowledge every student should leave school with.

So, what does modern technology look like in a Christian school? There are three key areas that should anchor discussions around technology in the Christian classroom:

1. Foundational knowledge remains at the heart of education.
   While emerging technologies demand new skills, they must be built upon the strong foundation of core academic disciplines. The ability to think critically, write effectively, apply mathematics, be creative, and engage deeply with knowledge is what enables students to be responsible and innovative users of technology.
2. Integrate technology by encouraging stewardship, creativity, and understanding.
   Technology has rapidly transformed how we work, create, and communicate. New technology, including AI-driven tools, are streamlining administrative tasks for teachers, allowing more time for designing the best learning experiences; this has great potential to improve education.
   Teachers also need to be aware of how technological advancements impact the subjects they teach and decide what new information fits in their class, just as science teachers bring new scientific discoveries and understandings into the classroom. However, educators must also learn to navigate risks such as data privacy and ethical AI and technology use, especially as these tools become embedded into the tools we already use. Teachers need to be knowledgeable, not blind users of technology.
   While students may be active users of technology, they still need structured guidance to develop digital literacy, understand how tools work, and build skills for using technology creatively, productively, and responsibly. Schools must be intentional in designing technology learning and use, from direct instruction in tech classes to the integration of technology practices in core subject activities, to ensure students develop the skills and understanding necessary to thrive in a technology filled world.
3. Christian ethics must guide technology use.
   Our use and innovation of technology should reflect God’s image as the ultimate Creator. AI and other emerging tools must be used in ways that align with biblical values, such as integrity, stewardship, and service to others. Technology can be a powerful tool for good—whether it’s used for spreading the Gospel or displaying our God-given creativity as His image-bearers. However, technology is not neutral; it is shaped by the values and biases of its creators, which is why it is crucial for Christians to engage with it thoughtfully and knowledgably. Christian educators must teach students how to navigate and create with digital tools employing ethical consideration, ensuring that technology serves a higher purpose and does not become an idol.

AI may feel like an unprecedented shift, but history reminds us that technological advancements have always transformed how we learn and work. While tools evolve, the core challenge remains the same—balancing innovation with foundational skills. In Christian education, this means anchoring technology use in core knowledge, stewardship, ethics, and faith, ensuring students become thoughtful and responsible users, creators, and innovators of technology in alignment with biblical values.

Outman, James L, et al. Industrial Revolution. Primary Sources. Detroit, Uxl, 2003.