At my school, students from Year 3 and above have a 1:1 iPad program. When I joined six years ago, I found technology woefully underused and lacking a development roadmap. Despite some improvements, attitudes toward technology in Romania remain negative. This year, there has been significant pushback from parents concerning the introduction of iPads in Year 3. Many parents hold outdated views, conflating technology for learning with technology for entertainment, leading to a belief that it has little educational value. Additionally, the rampant misuse of iPads and resistance to following school directives for management systems have made in-class technology contentious. These concerns, shared among parents who also have older children, have escalated since the pandemic. Without clear directives from the school, these reactions are understandable. Traditional parent training sessions aren’t sufficient; we need a more engaging and comprehensive approach. These fears are understandable, given the impact of unregulated social media and the lack of parental preparedness to manage it. With the growing presence of AI, it’s crucial to educate the community on its benefits, dangers, pitfalls, and possibilities to prevent similar issues. The challenge lies in changing these misconceptions and fostering a positive attitude towards technology in education and educational technology. This is particularly important given our school’s influence on many other schools nationwide through our outreach programme. Addressing this issue can help reduce the digital divide in Romania, ensuring state schools are better equipped and informed about technology’s benefits. They in turn can then share the benefits with their communities. Though I am focusing on my local community, this is likely a global problem, as other countries I have lived and worked in had similar views. This challenge holds the potential to be scaled to other countries, especially among international educators who have more freedom to innovate.