Jared Cooney Horvath

📍 Live now from Washington, D.C.

I’m testifying before the U.S. Senate Commerce Committee in today’s full hearing:
“Plugged Out: Examining the Impact of Technology on America’s Youth.”

With tweens now averaging 5 hours of screen time per day—and teens over 8—this conversation is long overdue.

We’re discussing how early, excessive exposure to smartphones, tablets, and laptops affects:
• Learning
• Attention
• Memory
• Mental health
• Social development

I’m honored to join Dr. Jean Twenge, Emily Cherkin, and Dr. Jenny Radesky in presenting what the research actually shows—and what parents, schools, and policymakers can do differently.

This isn’t about being anti-tech.
It’s about being pro-child development and pro-evidence.

📺 Watch the hearing live now.

2 weeks ago | [YT] | 4

Jared Cooney Horvath

🎧 I recently sat down to talk about The Digital Delusion—why more classroom technology hasn’t led to better learning, and what decades of neuroscience actually tell us about attention, memory, and instruction.

If you’re an educator, school leader, or parent trying to make sense of today’s tech-saturated learning environment, this conversation is for you.

2 weeks ago | [YT] | 1

Jared Cooney Horvath

🎙️ New Podcast Conversation

I recently joined Anna for a deep, research-informed discussion on classroom technology, attention, memory, and what decades of cognitive science actually tell us about how students learn.

We explore why more technology often leads to less learning, how offloading thinking to devices can undermine higher-order cognition, and why human teachers, practice, and expertise remain central to meaningful education.

If you’re an educator, parent, or school leader navigating a tech-saturated system, this episode is for you.

📘 Order The Digital Delusion: www.lmeglobal.net/digital-del
...
⏱️ Timestamps below so you can jump to the topics that matter most.

#DigitalDelusion #EdTech #LearningScience #CognitiveNeuroscience #Education #Attention #Memory

3 weeks ago | [YT] | 1

Jared Cooney Horvath

I recently sat down with the team at Magnify Matters to explore one of the biggest questions in education today:

How is classroom technology shaping the way our kids think and learn?

We dig into attention, memory, digital testing, and what the research really shows about EdTech’s impact on student learning.

🎧 Watch the full Magnify Matters episode here: https://youtu.be/u3b2ethM2Ko

This conversation connects directly to my new book The Digital Delusion, where I outline how technology is changing learning — and what parents, teachers, and schools can do to push back.

1 month ago | [YT] | 0

Jared Cooney Horvath

🎥 Big Tech promised to revolutionize education — but at what cost?

In this new video, Dr. Jared Cooney Horvath joins educators and experts to uncover how devices and EdTech marketing have reshaped classrooms — often at the expense of student learning and well-being.

🧠 “Multitasking is hands down the worst thing you can do for learning, memory, and attention.” — Jared Cooney Horvath

Watch now → https://youtu.be/aByWLQ7h2n0?si=rAAi6...

#LMEGlobal #TheLearningBlueprint #Education #EdTech #Neuroscience #JaredCooneyHorvath

3 months ago | [YT] | 1

Jared Cooney Horvath

🚨 “This is the first generation in over 100 years to be worse off than their parents.”

In this powerful interview with Scrolling 2 Death, Dr. Jared Cooney Horvath explains why classroom tech is fueling drops in IQ, memory, creativity, and critical thinking — and what parents and schools can do to reverse it.

🎥 Watch here: https://youtu.be/uq8uDlKBmJw?si=-i3B2...

👉 What do you think — are screens helping or hurting our kids’ learning?

4 months ago | [YT] | 1

Jared Cooney Horvath

New video tomorrow! Watch brave Sir Jared dominate in the fierce battlefield of scientific ideas as he savagely dismantles an inferior opponent named Heritability.

4 years ago | [YT] | 9

Jared Cooney Horvath

The Feynman Technique; The Protégé Effect; Peer Tutoring; Plastic Platypus Learning …

There are many names to describe it, but the idea is the same: learning by teaching can be a powerful practice.

Numerous studies have shown that students who spend time teaching what they’ve learned comprehend more information/retain more knowledge than students who simply spend the same time re-studying.

Unfortunately, few studies have ever addressed some of the more nuanced considerations regarding this topic …

For instance, are all forms of ‘learning by teaching’ created equally, and does it make sense to use this approach across all contexts and situations?

Tomorrow I'm releasing a new 'From Theory to Practice' video in which I look at a fresh piece of research that dives more deeply into this topic.

Here are some of the questions I will tackle:

• What is ‘Depth of Processing’ … and how does this idea correlate to memory and comprehension?
• When can ‘learning by teaching’ be a powerful academic technique, and when can it merely be gratuitous?
• How do different forms of teaching others (e.g. orally versus written text) affect learning and understanding?
• What are some practical classroom implications of this research?

Stay tuned!

5 years ago | [YT] | 5