Several years ago, Jared Cooney Horvath’s interest in teaching took a scientific turn.

He entered teaching during a period he calls “the decade of the brain” — when much of the buzz around education and learning covered new theories about brain activity and information processing. Horvath believed that if he learned more about the brain, he’d become a better teacher.

But the education ideas that captured the popular imagination in the early 2000s had to do with catering to so-called learning styles — right- versus left-brain thinkers or visual versus word learners — and notions about how to hasten cognitive development through certain outside stimuli. Remember those moms-to-be with headphones on their bellies for their babies to experience the “Mozart Effect” in utero?

The gains from these methods proved to be short-lived or difficult to measure accurately.

Yet the science of learning persists. And what Horvath — today a neuroscientist and education consultant — now knows about human cognitive development has spurred him to join a cohort of researchers who are questioning the proliferation of technology and education software in schools.

His new book “The Digital Delusion” feels like a logical progression from Jonathan Haidt’s 2024 bestseller “The Anxious Generation,” which looked at how hours spent in front of screens, especially on social media, with its rapid-fire videos and toxic commentary, has damaged children’s overall mental health and learning.

In “Digital Delusion,” Horvath outlines research showing how digital devices and screen time, at the expense of playtime, interferes with children’s cognitive development. Then he argues how the ubiquitous use in schools of laptops and edtech, at the expense of traditional skills like handwriting and note-taking, alters, for the worse, how kids learn.

Horvath’s book arrives at a pivotal moment, with digital systems facing a cultural reckoning: Social media companies defend themselves in court against accusations that their platforms harm mental health, and lawmakers propose legislation that would severely restrict screen time for kids under 13. Meanwhile, school districts across the United States impose bell-to-bell cellphone bans, and parents push to opt their children out of using digital devices for school.

Horvath takes a pragmatic approach on that score, suggesting arguments parents can use with administrators and at school board meetings. He has chapters that include examples of letters and other tools parents can customize to mobilize action at state and federal levels.

Read the full article about reconsidering technology's reach by Mary-Liz Shaw at EdSurge.