An Old Laptop, Linux, and Pi-hole: Digital Media Literacy for Kids

TL;DR: A refurbished laptop with Ubuntu and Pi-hole as my child’s first computer. Linux shows that there are alternatives to big tech corporations. But the real challenge isn’t the technology, it’s the accompaniment: cyberbullying, doom-scrolling, AI-generated content. My approach: accompany rather than control.

The Trigger

When my child received login credentials for various digital learning tools from school, the moment came sooner than expected: it was time for their first own computer.

Until then, we had a family tablet that we occasionally used for learning tools or listening to stories. I tried to limit its use – but I quickly became overwhelmed and lost track of the various settings and options, so I left it open. But then what?

The Technical Solution

My answer: A refurbished second-hand laptop with Ubuntu 24.04, protected by Pi-hole. For those unfamiliar with these terms: Ubuntu is a free, open-source operating system – an alternative to Windows or macOS. Pi-hole is a network tool that acts as a DNS filter, blocking unwanted content, trackers, and ads at the network level by not resolving the names of unwanted servers in the first place. This keeps at least the roughest unsafe parts of the internet at bay.

Why Linux?

The choice of Linux is deliberate. I’m a big fan of freely accessible information and open source. We live in a time when dependence on large technology corporations and proprietary software is becoming ever more pronounced. Subscription models and software-as-a-service in the cloud increasingly push users into dependency and surveillance. It’s a scenario that’s almost heading toward cyberpunk – and perhaps won’t be science fiction for much longer.

I want to show my child an alternative. With Linux, they learn that there are choices. That you don’t have to rely on the systems of big corporations. That technology can also mean independence, assertiveness, and even rebellion. They should understand that they can control technology – and not the other way around.

Why go to all this effort? Because I didn’t want to simply give them a computer with unlimited internet access. At the same time, I want to gradually introduce them to the digital world – teach them programming, or rather the analytical thinking behind it. And show them that there are alternatives to the predetermined paths.

The Dilemma

Of course, the key is to accompany the child, just like with homework. But soon comes the interest in everything else you can do with a computer. Always sitting nearby, especially when it’s not for school, takes a lot of time.

Another solution is naturally to regulate the operating system and access so that they can only do what I determine. But this is a very naive approach. Ultimately, children quickly learn to circumvent such tools. And honestly, I believe: if they manage to do that, they’re also mature enough to take on more control themselves. Circumventing restrictions is itself a form of learning – it demonstrates technical understanding and problem-solving skills.

It’s a balancing act between protection and freedom, between control and trust.

The Bigger Questions

In today’s world, children no longer need to be shown how to use an electronic device – but there are entirely different challenges:

• Cyberbullying – digital violence among children
• Sexting and cyber-grooming – dangers from strangers online
• Doom-scrolling – the pull of endless feeds
• Information verification – what’s true, what’s fabricated?
• AI-generated content – in the AI age, distinguishing between real and artificial becomes even harder

The list is long. The challenges are real. And they’re not getting fewer.

Worse still: many adults have less media literacy than their offspring. They’re not aware of the consequences – and become victims themselves. How are we supposed to teach our children to protect themselves when we ourselves willingly hand over our data to corporations every day, fall for phishing emails, or don’t understand how algorithms manipulate us?

My Approach: Accompanying Rather Than Controlling

My goal is not to protect my child from everything or to control every step. My goal is to accompany them. I want to foster curiosity in working with computers and help them find their own way to deal with the challenges.

Learning to program doesn’t just mean writing code – it means breaking down problems, thinking logically, being creative. It means understanding how the digital tools that shape our daily lives work. And those who understand how something works can better assess where dangers lurk.

The old laptop with Linux and Pi-hole is a beginning for me. A protected playground where they can take their first steps. But it’s just a tool. The most important thing is that I’m there – not as a supervisor, but as a companion.

Open Questions

Despite all these considerations, many questions remain open:

• When is a child truly ready for social media? Which ones and what?
• How much protection is too much, how much freedom too early?
• How do you prepare children for technologies that change faster than we can understand them?

I don’t have definitive answers. But I believe that dialogue is important – with your child, with the school, with other parents. And that we as parents don’t have to be perfect, but present.