Insights from EduTech 2025
Keeping the Human in the Loop: Cranbrook Reflections from EduTech 2025
EduTech 2025 brought together global education leaders, researchers, and teachers to explore how schools can respond to the opportunities and challenges of artificial intelligence, digital innovation, and evolving learner needs. A group of Cranbrook Senior School staff attended this year’s event, engaging with keynote speakers, panel discussions, and workshops that provoked fresh thinking, affirmed current practice, and sparked ideas for the future.
While the sessions varied in focus, from neuroscience to assessment reform and purpose-driven learning, a clear theme emerged: in a rapidly changing technological landscape, the most meaningful education remains relational, reflective, and guided by human values. Technology may offer powerful tools, but the heart of learning still lies in connection, character, and critical thinking. The reflections below capture how these insights connect with our context at Cranbrook and where they may lead us next.
How our brains construct reality in the age of modern technology
Reflection by Hannah Thomas
In his keynote at EduTech 2025, cognitive neuroscientist Dr Mark Williams delivered a powerful reminder that while AI continues to evolve, the human brain remains our most important learning tool. He emphasised that our brains are fundamentally social and sensory-driven, wired for movement, connection, and real-world interaction. “If you don’t use it, you lose it,” he warned, highlighting how overreliance on screens and multitasking can erode memory, attention, and cognitive resilience.
Williams shared concerning evidence linking early screen exposure to abnormal white matter development and early-onset neurological decline, reinforcing the need for deliberate, human-centred approaches to technology in schools. He argued that deep learning requires presence, trust, and conversation, which digital platforms often diminish.
At Cranbrook, these insights affirm the direction of our educational philosophy. Our mobile phone-free campus, our expectation that laptops are used only when invited, and our ongoing commitment to developing students’ ability to take handwritten notes are all grounded in a belief that learning must remain active, relational, and embodied. As we continue to explore AI’s role in education, Williams’ message reminds us that technology must serve, not substitute, the human mind.
AI: Learn Fast, Act More Slowly
Reflection by Erin Munn
Professor Rose Luckin’s keynote offered a timely and thought-provoking exploration of how schools can respond to the growing influence of AI in students’ lives. Her central message “learn fast, act more slowly” captured the tension many educators face: while AI is advancing rapidly and is increasingly accessible to students outside the classroom, schools must take a deliberate and purposeful approach to integrating it.
Luckin noted that students are already using AI to pursue personal and academic goals, often without structured guidance. This raises critical questions about where students are developing their understanding of AI, and how we as educators can help shape their beliefs about knowledge, learning, and technology use. She warned against rushing to adopt tools without clear intention, urging schools to first define the outcomes they hope to achieve.
To navigate this space, Luckin advocated for a “meta-contextual human approach” that places AI use within a broader framework of values, ethics, and learning purpose. She introduced the logic model as a practical tool: begin by identifying resources (such as access to tools), map these to student activities, measure outputs (skills developed), and assess outcomes (learning impact), all while testing assumptions and collecting evidence to inform decisions.
In a world where speed often dominates, Luckin’s keynote was a powerful reminder that thoughtful, intentional use of AI is what truly creates educational value. At Cranbrook, this message aligns strongly with our commitment to human-centred, future-ready learning.
Future-ready and Timeless: Addressing the digital tension in the classroom
Reflection by Tara Schmidtke
In her insightful session, Michelle Dennis explored what she described as the “digital tug of war” in education, the ongoing tension between embracing innovation and preserving the foundational skills that underpin deep learning. Rather than framing this as a choice between tradition and progress, Dennis encouraged educators to take a more integrated approach, asking purposeful questions about when and how to use technology to enhance student learning.
A key insight from the session was the relationship between subject knowledge and critical thinking. Dennis highlighted that the more robust a student’s disciplinary understanding, the more effective and discerning they become when working with AI tools. This reinforces the need to prioritise deep content mastery, even as we adopt new technologies.
Dennis also advocated for involving students as active participants in shaping how AI is used in their learning. Instead of being passive recipients of adult decisions, students should be encouraged to think critically about when technology adds value and when it may not.
At Cranbrook, this message affirms our reflective approach to AI integration. We continue to focus on developing strong foundations in knowledge and reasoning, while also supporting students to build digital discernment. The emphasis on student voice resonates with our broader commitment to agency and partnership in learning. As we navigate the evolving educational landscape, the goal is not to choose between the old and the new, but to thoughtfully combine both in service of our students’ long term success.
Reimagining assessment in the age of AI: Are we future-ready
Reflection by Adrian Harrison
A standout panel discussion brought together education leaders to explore how assessment must evolve in response to the growing influence of artificial intelligence. Contributors included Brett Salakas, Ryan Elwell, Kerrie McDiarmid, Dr Goran Lazendic, and Brett Stone, each offering insights into how schools can design assessment that is future ready, inclusive, and deeply human.
The panel agreed that AI should be embraced as a partner in assessment. Rather than fearing its presence, educators should look to AI as a tool that can personalise learning, support formative feedback, and streamline administrative processes. However, they were united in emphasising that access and ethical use must be prioritised to ensure equity across diverse school communities.
Critically, the panel argued for a shift away from traditional content heavy, high stakes assessment. The focus should now be on measuring how students think, solve problems, and engage with authentic, real world challenges. As one panellist noted, “We need to assess skills, not just scores.”
Supporting this shift will require targeted professional learning. Teachers need time, tools, and training to design assessments that reflect lifelong learning capabilities and foster deeper engagement.
At Cranbrook, this vision aligns with our strategic commitment to cultivating reflective, future focused learners. As we integrate AI more thoughtfully into the curriculum, we remain focused on assessment practices that uphold rigour while nurturing creativity, ethics, and intellectual agility.
This discussion reinforced a powerful message: in the age of AI, the most meaningful assessments are those that capture not just what students know, but how they grow.
Leading Data-Informed Schools
Reflection by Adam Catchpole
Selena Fisk’s session offered a powerful and practical reminder that meaningful data use in schools is not about compliance, auditing, or ticking boxes. It is about making thoughtful, strategic decisions that enhance student learning and drive professional growth.
A key theme from her presentation was the value of working in what she called the “high evidence, high action” quadrant. This approach challenges educators to move beyond simply collecting data, encouraging them instead to interpret it with purpose and translate insights into concrete action. It is this shift, from passive reporting to active reflection, that creates genuine impact.
Fisk also emphasised the importance of improving data literacy across all levels of staff. By equipping teachers with the tools and confidence to engage with data meaningfully, schools can foster a culture of informed decision making where no learner is overlooked. When staff understand how to use data well, it becomes a tool for empowerment rather than accountability.
One clear takeaway was the need to set strong expectations around data use while also providing the support to meet them. At Cranbrook, this aligns with our work on the Student Dashboard and broader efforts to build systems that support visibility, inclusion, and personalised learning.
As we continue to evolve our data practices, this session was a timely reminder that insight only becomes power when it leads to purposeful action. Our next step is to consolidate this momentum into a clear, school wide data plan that supports both strategy and student growth.
Heads We Win, Tails You Lose: AI Detection in Education, by Associate Professor Mark Bassett, Charles Sturt University
Reflection by Cassandra Ward
This session, led by Associate Professor Mark Bassett from Charles Sturt University, offered a critical and compelling examination of AI detection tools and their growing use in education. Bassett argued that these tools are not only methodologically flawed and conceptually unsound, but also procedurally unjust in their application to student work.
The session raised a fundamental question: if large language models (LLMs) are trained on human writing, how can AI-generated and human-written texts be reliably distinguished? Many commercial detectors claim to identify AI writing with high accuracy, but they rarely disclose their data sources or algorithms, and fail to account for key statistical realities such as false negatives or unknown base rates. Without transparency or verifiability, trust in these systems is misplaced.
Bassett also challenged commonly proposed solutions, such as combining multiple detectors, using linguistic markers like formatting or punctuation, or inserting hidden prompts as traps. Each of these approaches, he argued, is ethically dubious or simply ineffective. Most importantly, they erode the trust between teachers and students.
Instead of relying on unreliable detection, educators should focus on clearly outlining the expected and ethical use of AI in learning tasks. Teaching students how to use AI tools transparently and effectively – including prompt crafting, feedback iteration, and citation – will prepare them for real-world demands where AI literacy is essential.
Ultimately, the session encouraged a shift in mindset: rather than obsessing over whether AI has been used, we should be looking for evidence of learning. That, Bassett concluded, is the more meaningful measure.
Mastering Mastery Learning at HSPA
Reflection by Monica Wei
In the workshop “Mastering Mastery Learning: How One School Reimagined Engagement, Assessment & Pathways”, Darren Ponman, Deputy Principal at Hunter School of the Performing Arts (HSPA), showcased how the school has embedded a whole-school Mastery Learning model to personalise learning and shift the focus from grades to growth.
HSPA replaced traditional grading with a five-level mastery scale: Emerging, Developing, Competent, Mastering, and Advanced. Teachers assess student progress using rubrics and award digital badges across curriculum, cross-curriculum, and co-curricular areas. Each badge includes clear performance descriptors and links to resources, enabling students to understand exactly how to “level up.” This empowers students to take ownership of their learning and track their progress in real time through a Learner Dashboard. The model is supported by authentic, interdisciplinary learning opportunities through Project-Based Learning (PBL), which reinforces depth of understanding and student agency.
A key takeaway from the session was that Mastery Learning gives students time, tools, and feedback to genuinely understand and apply what they’ve learned—before moving on. It shifts the focus from simply completing tasks to truly mastering them.
As Cranbrook transitions to Compass, there is real potential to adopt similar principles through outcome-based tracking and continuous feedback. However, meaningful change requires more than new tools. It calls for a cultural shift—re-educating students and parents to value progress, reflection, and depth of learning over grades alone.
Reimagining Education for the 21st Century: Purpose-Driven, Challenge-Based Learning
Reflection by Mario Phaesie
Raya Bidshahri, founder and CEO of School of Humanity, delivered a powerful keynote challenging the conventional education model. She advocated for a shift away from traditional, test-driven systems toward a learner-centered, interdisciplinary, and challenge-based approach. Drawing on her experience leading an innovative online high school, Bidshahri emphasized that 21st-century learners must be equipped not only with academic knowledge but with critical soft skills like creativity, adaptability, and critical thinking.Her model promotes real-world learning through mastery-based progression, where students tackle global challenges—such as climate change or ethical technology—within a curriculum that spans multiple disciplines. This, she argued, better prepares students for an unpredictable future, rather than simply training them to pass exams.
A key part of Bidshahri’s vision is the evolving role of the educator. Instead of being the primary source of knowledge, teachers should serve as mentors and facilitators, supporting students in discovering their passions and building lifelong learning habits. She encouraged educators to cultivate curiosity, resilience, and a growth mindset in their students.Technology, Bidshahri noted, is a powerful enabler—but only if integrated ethically and meaningfully. She stressed that edtech should enhance—not replace—human connection, creativity, and collaboration. Her school uses technology to personalize learning journeys while maintaining a strong emphasis on wellbeing and human values.Her talk echoed the central theme of EDUtech 2025: transforming education through innovation and inclusivity.
Belonging, Being and Becoming – A Pedagogy for Character Through Relationship
Reflection by Fabian Navarro
The plenary brought together educators and researchers to explore how character development can be meaningfully cultivated through intentional relationships in schools. Hosted in collaboration with Circle, A Life of Purpose by Dr. Lea Waters, and The University of Sydney, the event offered a compelling vision for reimagining pedagogy in the context of today’s learners.
Central to the conference was the idea that character is not merely taught but apprenticed through relationships. A cognitive model was presented, mapping pedagogical approaches along axes of intentionality and spontaneity, highlighting the balance between formal curriculum, co-curricular activities, and teachable moments. The framework emphasised the importance of both planned and responsive learning experiences in shaping character.
A key theme was the role of voice, agency, and advocacy in student development. These were illustrated through a Venn diagram showing how civic, performance, and moral character intersect to support student thriving and wellness. The conference also underscored the importance of adaptive expertise and self-efficacy, empowering students to lead lives that are both meaningful and well-lived.
The speaker highlighted the critical influence of relationships — with parents, teachers, and peers — in shaping students’ moral and academic growth. Teachers were positioned as both experts and coaches, guiding students through modeling, scaffolding, and reflective dialogue.
The conference concluded with a call to action: for schools to embrace a new social contract for education, one that prioritises character through relationship and prepares students not just for academic success, but for purposeful, ethical lives.
Conclusion: Human Centred, Future Ready
From character development to assessment transformation, what united the EduTech 2025 experience for Cranbrook staff was a shared conviction that education must remain grounded in human connection and purpose. The sessions reinforced our belief that students thrive when given the opportunity to think deeply, act ethically, and engage meaningfully with technology and one another.
As we reflect on the ideas shared at EduTech, we return to our classrooms and leadership roles with renewed clarity. We are committed to integrating innovation in ways that support student growth, uphold rigour, and nurture thoughtful, future ready learners. Our thanks to all who represented Cranbrook and brought back insights to help shape the next chapter in our shared learning journey.