At a gathering in the Lincoln Auditorium of the Idaho State Capitol on October 27, Dr. Jared Cooney Horvath warned Idaho educators and families that the billions poured into K‑12 education technology have not delivered the promised gains. Horvath, whose research on learning and cognition is widely cited, argued that the rapid, attention‑grabbing features of digital tools clash with how the human brain actually learns.
Spending surge and disappointing results
The United States spent roughly $30 billion on K‑12 education technology in 2024, and Education Week projects that figure could nearly double by 2033. Yet, according to Horvath, the data show a stark disconnect between investment and outcomes. He cited an OECD review that found students who use computers frequently at school perform worse on most learning measures than peers with limited screen time.
Why screens may be undermining learning
Horvath explained that digital platforms rely on flashing visuals, short videos, infinite scrolling and constant rewards to keep attention. While effective for capturing eyes, those same mechanisms inhibit the stillness, stability and sustained thought required for deep learning. He noted that the dropout rate for online courses hovers around 85 percent, and virtual schools typically underperform even the most underfunded brick‑and‑mortar institutions.
Human interaction remains essential
“Real learning demands empathy and real‑time physiological exchange between teacher and student,” Horvath said. He emphasized that empathy involves two biological systems locked in mutual awareness—a process that technology cannot replicate. The implication, he argued, is that schools must prioritize human interaction over screen time if they hope to raise academic achievement.
Other experts weigh in
Eric Hanushek of the Hoover Institution, also speaking at the event, agreed that technology is not the sole cause of declining performance but warned against viewing it as a cure‑all. Hanushek reminded the audience that American schools have struggled with outcomes since the 1970s, citing the 1983 report A Nation at Risk which warned that mediocre education could be seen as a national security threat.
Both scholars stressed that meaningful reform will require changes to school operations, not simply more gadgets. Hanushek warned that complacency and institutional inertia have allowed the learning crisis to persist, especially after the pandemic highlighted gaps in student achievement.
What Idaho families can do
For parents concerned about their children’s education, the speakers urged a focus on supporting teachers, encouraging face‑to‑face instruction, and limiting unnecessary screen time at home. They also called on policymakers to scrutinize future EdTech contracts and ensure that any technology adopted truly enhances, rather than replaces, the teacher’s role.
Upcoming discussion
Community members interested in learning more can attend Dr. Horvath’s talk, “Technology, AI, and Learning – a Dangerous Triumvirate,” on October 27, 2026, from 5:00 p.m. to 6:30 p.m. at the Lincoln Auditorium. Registration details are available via the provided link.
Original reporting: Idaho Education News — read the source article.
