In this episode of **Futuristic**, Cameron is joined by his old friend **Nick Johnstone**, Principal of Toowoomba Anglican School, to explore how **AI is reshaping the future of education**. They dive into the role of schools in a world where every student might have access to unlimited knowledge in their pocket, how teachers’ responsibilities may shift toward mentorship and motivation, and whether schools are even necessary when AI tutors can personalize learning better than any human. The conversation ranges from the challenges of managing devices in classrooms, to what employment might look like in a post-AI economy, to whether robots might one day replace teachers. Along the way, they touch on the social role of schools, legislative drag, the fate of universities, and even sneak in a nostalgic chat about Alice Cooper. FULL TRANSCRIPT Cameron: [00:00:00] welcome back to the Futuristic, uh, I’m doing this today. My name is Cameron Reilly. For new people doing this without my usual partner in crime, Steve Sammartino, because he’s off doing a keynote somewhere, said he couldn’t make it as is his usual want. But, uh, I’m being joined instead today by an even older friend of mine than Steve. I’ve known Steve 20 years. Nick and I go back 30. Five years, probably. How old are we? 55, 83. Nick Johnstone, principal of Toowoomba Anglican School. Uh, recently crowned, uh, the principal of Toowoomba Anglican School. Previously principal of other schools, but yeah, Nick and I go back to grade eight. In Bundaberg and, uh, I, I, I invited [00:01:00] Nick to come on. I sent him an article I wrote recently on some of my thoughts and prognostications about the future of schooling and education in a world of ai. And Nick gave me some great feedback and I said, come on and let’s chat about it. One of the things, welcome Nick, by the way, welcome to the show. As people can tell, I took all of Nick’s hair over the years and, um. Nick Johnstone: at some, at some point we had equal hair, but that didn’t last for very long. Cameron: No, it didn’t last very long as I recall. Um, one of the things, I’m gonna blow some smoke up, um, your backside for a bit. One of the things I’ve always liked about Nick is, uh, you know, Nick and I, uh, you know, science tech guys always have been, and Alice Cooper, uh, science Tech, Alice Cooper. The Beastie Boys, you know, um, bit of Van Halen. Uh, Nick and I used to, I remember, uh, when David Lee Roth came out with, uh, Yankee Rose, you and I dancing at the school, [00:02:00] discos along to that, trying out testing out our high kicks. How’s your high kick going these days? It’s good. You’re staying limber. Nick Johnstone: in the Hemi. Cameron: Good. Yeah. Yeah. Um, no, in all seriousness, Nick, um. In terms of a, a principle I know is very pro technology and it’s, you know, I know you work in sort of the, the, the private school religious sector yet have remained pro tech on the front foot, very, um, on the very aggressive in terms of figuring out how to integrate. New technologies. So it makes you the perfect person to come on and talk about this. Um, before I hit you with a barrage of questions though, Nick, um, why don’t we start by, I’ll ask you to give the audience your. Current application of [00:03:00] technologies in your schools? Like what, what are you doing today? We can talk about the future in a minute, but let’s talk about how you approach technology in your school today. What, what your attitudes are. Nick Johnstone: sure. Um, I guess that, um, I, I, I’ll take a slice maybe the last five years. ’cause I think probably going back further than that doesn’t have, um. translatable ability into the future. But in the, in the last five years, um, I see the opportunities of technology in education being transformative, I’ll use that term. I know it’s a fairly large in the context of to today’s society, but, so in my immediate last school, Bishop Drew College, where I was, uh, head there for, uh, almost seven and a half years. Uh, our aim was to go from a relatively traditional. of education. So we didn’t have a learning management system in the school. Um, we had, um, [00:04:00] a relatively recent, uh, laptop program, but we wanted to create more than that. We wanted to create opportunities for kids to work in the online environment, um, but also in the asynchronous environment as well as the synchronous environment. we set up, um, uh. A system where the kids basically could have access to the class content. There was tutorials built into those, uh, processes as well. Uh, that was the first part of it. The second part of it was we wanted to amplify that. we actually established an online school, uh, that’s called Horizons, uh, and in the first instance it was set up so that it could create greater flexibility for students within our current. structures. So for example, instead of running a class before school hours or after school hours, we would give greater flexibility in the line structure of a school. So basically a student could have a spare, [00:05:00] but in that spare they would do another online subject that was run by our school. Um, with the plan of testing that through a, you know, um, better testing, lots of feedback from students and staff and parents to then, uh. Expand that model to externals. Uh, so that’s the process that’s occurring at the moment in that school. Um, I’ve changed schools in the last 15 weeks and I’m at Toowoomba Anglican School. Uh, and this school is at the start of, um, a similar journey in the fact that, um. They need a, uh, uh, a transformative learning management system that allows the students to have better access both, um, in class environments, but also giving them the flexibility of the day that they currently don’t have. I mean, we have a lot of partners, you know, um, external consultants and teachers coming in. The kids go out to TAFE and a variety of other programs for certificate. Pathways. We have relationships with the universities and those sort sorts of things as well, but we didn’t have a lot of those online [00:06:00] opportunities. Um, so that’s sort of the, the journey we’re on at, at in this school. But Cameron: And you’re a K to, you’re a K to 12, Nick Johnstone: yeah, we’ve got three year olds to 18 year olds. of Cameron: right? Nick Johnstone: at have had early years through to year 12. So, um, in fact my entire career has been. in K 12 environments. Cameron: Right. And, and your attitude towards, uh, devices and the internet in your schools, how, how do you approach that? Usually, I. Nick Johnstone: Yeah, it’s, it’s been an interesting one ’cause there’s been that sort of, uh, push back and forth on that. Um, I, I would say I, I’m pro devices. But I’m probably not pro phones in the adolescent context in school. I, I haven’t always been that way. Cam, I’ve gotta say, in fact, I remember speaking at a senior year’s, conference at University Queensland for probably [00:07:00] 13 or 14 years ago when mobile phones were first sort of a thing, is being able to use the, um, the inner science context, you know, all, all of our phones, you know. Have accelerometers and et cetera in them. And how can we use that to, not just, um, the communication style of education, but also, you know, can we use it in physics? Can we use it in biology? Can we use it in other, in other contexts of, uh, of, of maths and science in particular. Um, and, but I’ve, I’ve stood back from that now because of the distraction factor of a lot of mobile phones in class. I’m not one. That, you know, does the whole, um, uh, put ’em in a pouch, put ’em in a locker, never be seen again. Scenario, uh, we live in, um, modern world. But, um, the flip side of that is it’s all about teaching kids the responsibilities of having a computer in their pocket. Um, Cameron: Hmm. Nick Johnstone: And, and that when we all live in this [00:08:00] world, we can’t pretend that it’s not, it’s not reality. But I also subscribe to a fair bit of what a, what Jonathan Holt talks about in his work about just making sure the kids are appropriately ready for technology. Um, and there’s, I’m gonna say security and oversight without much restriction. I know, and that’s a spectrum there. I know. But, Cameron: Hmm. Nick Johnstone: that’s pretty much how I’ve, how I feel now and. I haven’t felt Al always felt that way. Cameron: I can imagine it’s really difficult as it’s difficult being a parent. You know, your kids are older than Fox. You know, you, I’ve got adult kids. You’ve got adult kids. Fox is 11, so he’s in that. Phase where he’s always on a device and you know, it’s difficult being a parent, a ProTech parent. Like, I want you to have devices, I want you to have technology. But at the same time, I know that it’s an absolute, you know, massive landmine and distraction and comes with a whole bunch of problems. [00:09:00] And then you’ve got a thousand kids to have to worry about how you manage that. So I imagine it’s a, an order of magnitude more difficult. Nick Johnstone: perspective. Um, I didn’t. Jump into the mobile phones for my children until they were 15. and that was Cameron: Yeah. Right. Nick Johnstone: a decision that we made as parents, rightly or wrongly. That was just a decision that we made in the context of our family at that time. Having said that, both of my sons used technology exclusively in their careers. You know, my youngest is a recording artist based in Londo