{"id":4397,"date":"2026-09-12T13:34:24","date_gmt":"2026-09-12T13:34:24","guid":{"rendered":"https:\/\/www.vaultinsider.top\/?p=4397"},"modified":"2026-09-12T13:34:24","modified_gmt":"2026-09-12T13:34:24","slug":"neuroscientist-jared-horvath-silicon-valley-pushed-computers-in-classrooms-plummeting-test-scores","status":"publish","type":"post","link":"https:\/\/www.vaultinsider.top\/?p=4397","title":{"rendered":"Neuroscientist Jared Horvath: Silicon Valley pushed computers in classrooms, plummeting test scores"},"content":{"rendered":"<p><img decoding=\"async\" src=\"https:\/\/fortune.com\/img-assets\/wp-content\/uploads\/2026\/02\/GettyImages-485807013-e1772231762277.jpg?w=2048\" \/><\/p>\n<p>For more than a decade, a trend has emerged in standardized testing data for students in Utah. After years of increasing reading and math scores, results from the state\u2019s National Assessment of Educational Progress testing for fourth- and eighth-graders have shown a steady and continuing downturn.\u00a0<\/p>\n<div>\n<p class=\"wp-block-paragraph\">Neuroscientist and former teacher Jared Cooney Horvath noticed the inflection point of this data coincided with the implementation of Student Assessment of Growth and Excellence (SAGE), the state\u2019s first computer-adaptive test.<\/p>\n<p class=\"wp-block-paragraph\">\u201cBefore 2014, computers were in schools, they were just peripheral,\u201d Horvath told <em>Fortune<\/em>. \u201cAfter 2014, every school had to have digital infrastructure in order to take the state assessment.\u201d<\/p>\n<p class=\"wp-block-paragraph\">According to Horvath, author of the 2025 book <em>The Digital Delusion: How Classroom Technology Harms Our Kids\u2019 Learning\u2014and How to Help Them Thrive Again,<\/em> Utah\u2019s test score data isn\u2019t a fluke; it\u2019s part of a global trend of plummeting test scores that have coincided with the rise of easy access to computers and tablets in the classroom.<\/p>\n<p class=\"wp-block-paragraph\">Earlier this year, Horvath testified before the U.S. Senate Committee on Commerce, Science, and Transportation, arguing the technology\u2019s impact on more than just test scores, but on the cognitive capabilities they are intended to measure. He said for the first time in modern history, today\u2019s generation has failed to outperform their parents on standardized assessments. In other words, Gen Z is the first generation to be less cognitively capable than their predecessors.<\/p>\n<p class=\"wp-block-paragraph\">Citing data from the Program for International Student Assessment taken from 15-year-olds around the world, Horvath revealed it\u2019s not just a dip in test scores, but also a correlation between these slumping scores and how much time students spend on computers, such that more time in front of screens was associated with worse scores.<\/p>\n<p class=\"wp-block-paragraph\">Technology was put in schools in a bid to help them learn. Instead, Horvath said, computers had an adverse impact on learning.<\/p>\n<p class=\"wp-block-paragraph\">Horvath blames educational technology (edtech) for these atrophying skill sets, arguing that at the turn of the 21th century and through its first decade and a half, tech companies and advocates pushed a false narrative that the education system was broken, but computers could fix it. Instead, Horvath said, the plan backfired.<\/p>\n<p class=\"wp-block-paragraph\">\u201cThis is not a debate about rejecting technology,\u201d Horvath said in his testimony. \u201cIt is a question of aligning educational tools with how human learning actually works. Evidence indicates that indiscriminate digital expansion has weakened learning environments rather than strengthened them.\u201d<\/p>\n<h2 class=\"wp-block-heading\"><strong>The rise of edtech<\/strong><\/h2>\n<p class=\"wp-block-paragraph\">Edtech found its roots in U.S. schools in 2002, when Maine became the first state to implement a statewide laptop program in some elementary and middle schools. In its first year, the Maine Learning Technology Initiative distributed 17,000 Apple laptops to seventh-graders across 243 schools. By 2016, 66,000 Maine students had laptops and tablets.<\/p>\n<p class=\"wp-block-paragraph\">By 2024, the U.S. had spent more than $30 billion putting screens in classrooms, with school districts making deals to buy tech at a discounted rate. A Florida state appropriations report from 2003 noted a four-year, $37.2 million lease from Henrico County, Va., for 23,000 Apple computers for high school students. Oklahoma City Public Schools minted a $25 million contract with Dell for 10,000 laptops and wireless carts.<\/p>\n<p class=\"wp-block-paragraph\">According to Horvath, these deals helped some tech giants find footing after rocky product launches, in particular Google. After the shaky rollout of its Chromebook, the low-cost computers with free Google apps found their way into schools and by 2017, accounted for more than half of digital devices sent to schools. Horvath claimed Google sold these laptops to schools to help it recoup costs on the product. Google did not respond to <em>Fortune<\/em>\u2019s request for comment.<\/p>\n<p class=\"wp-block-paragraph\">The snowballing of edtech in classrooms was associated with an emerging narrative on how tech impacts learning, Horvath said: Education was broken, and computers could provide adaptability to students\u2019 differing learning needs. With knowledge at their fingertips, students could be empowered to learn all by themselves.<\/p>\n<p class=\"wp-block-paragraph\">To Horvath, these pushes toward screens in classrooms was an attempt to solve a problem that did not exist. At the turn of the century, achievement gaps across race and gender were closing, and test scores were rising, he said.<\/p>\n<p class=\"wp-block-paragraph\">\u201cEverything was looking good,\u201d Horvath said. \u201cSo by what argument were they saying education was broken? There was no argument. They were just making it up to try and get people fomented to say, \u2018I guess we need a new tool in there.\u2019\u201d\u00a0<\/p>\n<h2 class=\"wp-block-heading\"><strong>Edtech\u2019s <\/strong>weakness: the \u2018transfer problem\u2019<\/h2>\n<p class=\"wp-block-paragraph\">A close look at the history of edtech reveals criticisms of the pedagogy that go back nearly 100 years.\u00a0<\/p>\n<p class=\"wp-block-paragraph\">In the 1950s, legendary behaviorist B.F. Skinner debuted his version of a \u201cteaching machine,\u201d based on the 1924 invention of Ohio State University psychology professor Sidney Pressey. The contraption was loaded with a piece of paper with questions, and students pressed keys indicating the correct answer, at which point another question would appear. Both Pressey and Skinner ran into similar problems, though, failing to implement the technology in schools. Educators weren\u2019t convinced of the machine\u2019s benefit, which prioritized individually paced learning not conducive to students of the same age moving through a grade level at the same time.<\/p>\n<p class=\"wp-block-paragraph\">Later, in a letter to Skinner, Pressey would concede there was a massive pedagogical limitation to the device: Students learned how to master the machine, but not the subject matter.<\/p>\n<p class=\"wp-block-paragraph\">\u201cThe reason they all quit was the transfer problem,\u201d Horvath said. \u201cThey found that kids would be very good so long as they were using the tool, but as soon as they went off the tool, they couldn\u2019t do it anymore.\u201d<\/p>\n<h2 class=\"wp-block-heading\"><strong>Edtech\u2019s AI revolution<\/strong><\/h2>\n<p class=\"wp-block-paragraph\">The results seem to follow, no matter what decade the technology is found in. Today\u2019s teaching machines have taken the form of AI, and educators are once again concerned the technology will encourage students to master the use of bots at the expense of their own critical thinking and synthesis skills.\u00a0<\/p>\n<p class=\"wp-block-paragraph\">\u00a0A Pew Research Center survey published earlier this year found more than half of U.S. teens use AI for their schoolwork. A Brookings report from January suggested students were abusing the technology, using it to cheat as opposed to really learning.<\/p>\n<p class=\"wp-block-paragraph\">\u201cStudents can\u2019t reason. They can\u2019t think. They can\u2019t solve problems,\u201d said one teacher interviewed for the study.<\/p>\n<p class=\"wp-block-paragraph\">Horvath was inclined to agree. He said the best learning happens where there is friction, or when a student needs to grapple with a problem and work through it. AI is most effective when experts use it, he argued. Someone with mastery of a skill knows how to deploy a certain AI tool and then fact-check its output. A student, however, doesn\u2019t have mastery and looks to AI only for shortcuts.<\/p>\n<p class=\"wp-block-paragraph\">\u201cThe tools experts use to make their lives easier are not the tools children should use to learn how to become experts,\u201d Horvath said. \u201cWhen you use offloading tools that experts use to make their lives easier as a novice, as a student, you don\u2019t learn the skill. You simply learn dependency.\u201d<\/p>\n<p class=\"wp-block-paragraph\">Some politicians are taking matters into their own hands. New York City Mayor Zohran Mamdani doesn\u2019t want students to engage with the technology at all, announcing earlier this month a one-year moratorium on student-facing generative AI tools like chatbots.<\/p>\n<p class=\"wp-block-paragraph\">But a ban may not be necessary to get the outcome that best serves students, Horvath suggested. As schools begin to introduce AI literacy courses for their students, Horvath said there are ways for learners to develop a balanced relationship with the emerging technology. Edtech advocates have confused curriculum with pedagogy, he suggested. While curriculum refers to what is taught, pedagogy is how that material is taught. Instead of teaching students about computers\u2014where technology would be in the curriculum\u2014edtech has become about teaching a subject matter through computers, a pedagogy that has shown it\u2019s not effective.<\/p>\n<p class=\"wp-block-paragraph\">\u201cIf you really want kids to be good at AI, continue to teach them stuff. Teach them math, teach them literacy, teach them numeracy, give them a general education,\u201d Horvath said. \u201cSo when they\u2019re older and experts, they can bring meaning to that machine and now use it to make their lives easier, as opposed to trying to help them figure out how the world works.\u201d<\/p>\n<p class=\"wp-block-paragraph\"><em>A version of this story was published on Fortune.com on March 1, 2026.<\/em><\/p>\n<p class=\"wp-block-paragraph\"><strong>More on technology and education:<\/strong><\/p>\n<\/div>\n<p>#Neuroscientist #Jared #Horvath #Silicon #Valley #pushed #computers #classrooms #plummeting #test #scores<\/p>\n","protected":false},"excerpt":{"rendered":"<p>For more than a decade, a tren&hellip; <\/p>\n","protected":false},"author":1,"featured_media":4398,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[7377,4380,4576,7273,3109,1406,536,7375,4746,7374,7378,7376,2688,6863,3592,486,3593],"class_list":["post-4397","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-finance-news","tag-classrooms","tag-computer","tag-computers","tag-edtech","tag-education","tag-evergreen-refresh","tag-gen-z","tag-horvath","tag-jared","tag-neuroscientist","tag-plummeting","tag-pushed","tag-school","tag-scores","tag-silicon","tag-test","tag-valley"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - 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