Educator and neuroscientist Dr. Jared Cooney Horvath;reveals why digital tools in school consistently undermine learning -- and what parents, teachers, and schools can do to push back with purpose. Our children are struggling. Schools, once alive with deep learning born of human connection, are now dominated by screens and digital tools. The result is unmistakable: falling performance, fractured attention, and the slow erosion of rigorous thought. For the first time in the history of standardized cognitive measurement, children are consistently scoring lower on key measures of cognitive development.; We were told that classroom technology was progress. It wasn’t. In This is not a call to reject technology. Now, more than ever, we need a generation capable of deep thought and understanding. This book is;an urgent call to reclaim real learning and;restore an education that builds strong, motivated thinkers.

Autorentext

Jared Cooney Horvath, PhD, MEd

Klappentext

Educator and neuroscientist Dr. Jared Cooney Horvath reveals why digital tools in school consistently undermine learning—and what parents, teachers, and schools can do to push back with purpose.

Our children are struggling.

Schools, once alive with human connection, are now dominated by screens and digital tools. The result is unmistakable: declining performance, fractured attention, and the slow erosion of rigorous thought. For the first time in recent history, children are falling behind previous generations on many key measures of cognitive development.

In The Digital Delusion, neuroscientist and educator Dr. Jared Cooney Horvath reveals how the widespread use of laptops, tablets, and classroom software is undermining how children learn and develop. Drawing on decades of research, he provides practical tools for families to reassess device use at home, equips educators with the means to restore attention-rich learning environments, and helps schools make smarter decisions about technology. He exposes and dismantles the central myths driving the EdTech movement and lays out a clear path for putting people—not programs—back at the center of education. This is not a call to reject technology.

It’s a call to reclaim real learning.