The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
A Mind of Their Own
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Step 1 of 9
A Mind of Their Own
We’re testing possible messages for a new parent-focused project. There are no right answers—we’re interested in what naturally catches your attention and what feels relevant to you.
Step 2 of 9
Scroll as you normally would
Imagine these appeared naturally in your feed. React quickly rather than studying the wording. Choose Stop if you’d pause to read, or Keep scrolling if you’d move past it.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 3 of 9
What stuck?
Without looking back at the posts, which ideas or phrases do you remember?
Step 4 of 9
Choose up to 3 posts most likely to make you want to follow or read more.
Tap the cards you want to select.
0 selected
The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 5 of 9
Choose up to 3 posts that describe something you’ve genuinely worried about.
Tap the cards you want to select.
0 selected
The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 6 of 9
Which 1 post would you be most likely to send to another parent?
Tap the cards you want to select.
The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 7 of 9
Which 1 post best represents what you think this account is about?
Tap the cards you want to select.
0 selected
The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 8 of 9
Select up to 3 posts that actively turn you off.
Tap the cards you want to select.
0 selected
The technology will change. The mind they’re building now will go with them.
We don’t know what tools our kids will grow up using. But whatever comes next, they’ll need to know when technology can help—and when the thinking still needs to be theirs.
AI is going to be able to do more and more for our kids.
What do we still want them to learn to do for themselves? Not because they should never use the help. Because some abilities are worth having even when you don’t always need to use them.
AI can turn almost any question into an immediate, convincing answer.
My concern is what our kids do next. Do they accept it? Or do they stop to ask whether it makes sense, where it came from, and whether they should check?
AI can make your child’s homework better without making your child better at the homework.
Those aren’t necessarily the same thing. As parents, we’re going to have to get much better at knowing the difference.
Your kid has been stuck on a problem for ten minutes. AI could explain it in ten seconds.
But what if those ten frustrating minutes are part of how they learn? I don’t think the question is whether our kids should get help. It’s knowing when helping starts doing the learning for them.
An essay used to show that a student could write an essay. A book report showed they’d read and understood a book.
Now AI can produce both. So how do we tell the difference between a kid who produced the work and a kid who developed the ability?
Before asking AI, what did you try first?
That’s a question I want my kids to get used to hearing. Not because asking for help is a problem. Because sometimes the attempt we make before getting help is where a lot of the thinking happens.
Technology usually makes things easier by letting us do less of the work ourselves.
That’s often a very good thing. But what happens when the work it makes easier is thinking?
I want my kids to know how to use AI. I don’t want them to need AI in order to think.
Figuring out the difference between using a tool and depending on it feels like one of the parenting challenges ahead of us.
AI has a strange quality our kids will have to get used to:
It can sound just as confident when it’s wrong as when it’s right. That’s why I want “How do you know?” to become one of those questions my kids hear so often that they eventually start asking it themselves.
When I search for something, I can see where the information is coming from.
With AI, it’s easy to get a polished answer without seeing the sources at all. That’s one less reason to stop and ask: Why should I trust this? I want my kids to remember to ask anyway.
“Don’t believe everything you see on the internet” used to feel like pretty good advice for our children.
Now they’ll also have to learn that seeing something isn’t necessarily evidence that it happened. That’s a much harder idea. How do we help a five-year-old start building toward it?
What’s in the gap?
1990s2000s2010s2020s2030s+
Internet
Social media
Smartphones
Algorithmic feeds
Generative AI
?
today’s preschoolers adulthood
We don’t know what technology our kids will grow up using. We do know they’ll need a mind of their own to use it well.
With smartphones and social media, a lot of us started asking what they were doing to kids after they’d already become part of everyday life.
I’d rather start asking those questions about AI now. Not “How do we keep kids away from it?” What should we be helping them develop before it becomes something they use every day?
I’m not trying to prepare my kids for ChatGPT.
By the time they’re adults, today’s AI may look ancient. I’d rather help them become good at questioning, judging, creating, paying attention and thinking for themselves. Those skills have a much better chance of surviving whatever comes next.
Step 9 of 9
A few final questions
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