16 TRENDS 2026 PAGE To reinforce this idea, I intentionally required moments of hand-drawn intervention. Students drew over their images, added text in their own handwriting, and incorporated symbolic elements that could not be generated with a single tap. These choices anchored the work in their physical, human touch. The result was a balance between digital experimentation and personal expression. Implications for Practice Maintaining authenticity in the classroom is not about rejecting technology, it is about ensuring that students remain at the center of the creative process. As someone who creates outside the classroom, I understand the value of tools. In my own practice, I translate ideas across mediums, experimenting with process while holding onto meaning. I bring that same mindset into teaching. My students are not just learning how to use tools; they are learning how to make decisions. This is especially important for students who may not always see their identities reflected in traditional art spaces. By encouraging students to incorporate language, symbols, and personal references, I am inviting them to claim ownership over their narratives. Technology, when used thoughtfully, can support this process by providing additional entry points and ways of working. In conversations around digital tools and emerging technologies, there is often a fear that they will diminish creativity or eliminate the need for skill. While these concerns are valid, my experience in the classroom suggests something more nuanced. By intentionally designing lessons that balance digital tools with authentic expression, we can ensure that students are not only prepared for the future of art and design, but also grounded in their own creative voices. In the end, the most important question is not what tools students use, but whether they recognize that the work they create still belongs to them. Figure 2. Student Artwork, “A Flower Away From Home”
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