Isaac Asimov—science fiction pioneer and the writer credited with coining the word “robotics”—first published “The Fun They Had” in 1951. Long before personal computers, the internet, or artificial intelligence, Asimov imagined a future where children learned at home from mechanical teachers, lessons were delivered on screens, and school was a solitary, individualized experience. In the story, Margie and Tommy discover a printed book describing schools of the past—places where children gathered in one building, learned together, and were taught by human teachers. Margie is fascinated by this idea, quietly wondering why anyone would enjoy such a system… while also sensing that something meaningful may have been lost.
Seventy five years later, Asimov’s vision feels uncomfortably familiar to today’s students—and they noticed.
Several students were struck by how accurate Asimov’s predictions turned out to be, especially regarding screens, online learning, and artificial intelligence. One student compared Margie’s mechanical teacher to modern AI systems that can instantly search thousands of sources, while another referenced platforms like Khan Academy that adapt lessons to a learner’s pace. Others pointed to digital textbooks, smart boards, and the widespread use of home computers as evidence that Asimov was thinking far ahead of his time. Students repeatedly observed that while technology has made learning more efficient and accessible, it hasn’t replaced the need for human teachers—especially when it comes to grading complex work, offering feedback, and building relationships.
COVID-era virtual learning surfaced again and again in student responses. Many noted that Asimov’s future felt eerily real during fully remote schooling, where assignments were posted online, submitted digitally, and sometimes graded automatically. Students described how today’s learning platforms—Google Classroom, online courses, and virtual days—mirror Margie’s experience in surprising ways. One student even suggested we are living at a “segue point” in history, where education could drift toward full automation—or intentionally preserve its human core.
The most thoughtful responses centered on the story’s title: “The Fun They Had.” Students overwhelmingly agreed that “they” refers to children of the past, and the “fun” wasn’t about easier work or better technology—it was about learning together. Students described the fun as socialization, shared experiences, collaboration, and connection. One student insightfully pointed out the irony that what students today sometimes consider boring or frustrating—attending school in person—might one day be remembered as something special.
Another compelling thread in student reflections focused on balance. Several students argued that technology itself is neither good nor bad—it depends entirely on how it is used. If technology replaces interaction, learning can feel isolating and transactional. If it serves as a tool—like a “giant textbook” with videos, games, and multiple explanations—it can deepen understanding and expand access. One student even cautioned that while instant answers make learning easier, they can also discourage critical thinking if students rely too heavily on automation.
Many students admitted they knew little about Isaac Asimov before reading the story, yet they came away impressed by how forward-thinking his ideas were. Some noted that while he correctly predicted digital learning and home computers, he may have overestimated how quickly human teachers would disappear.
In reading “The Fun They Had,” my students did more than analyze a classic science fiction story. They examined their own experiences with screens, AI, and virtual classrooms. They questioned efficiency. They defended human interaction. And they reminded us, clearly and thoughtfully, that while education may continue to evolve, the heart of learning remains deeply human. Their conclusion was hopeful: even in a world filled with powerful technology, students still value connection.
And perhaps that reflection itself is proof that, no matter how advanced our tools become, students still find meaning in thinking together.
About the Author
Karen is a computer science teacher at Blacksburg High School in Virginia, where she has taught computer science for 8 years. As co-Head Coach of a FIRST Robotics Team 401, Karen supports students in designing and programming competitive robots, guiding the team to multiple state awards and national qualifications. She has secured over $20,000 in STEM grants and helped start robotics programs in Title 1 elementary schools. Their work in the classroom and beyond is focused on encouraging more female and rural students to explore computer science and gain confidence in STEM fields.