The U.s. Spent $30 Billion to Ditch Textbooks for Laptops and Tablets: the Result Is the First Generation Less Cognitively Capable Than Their Parents

The Digital Dilemma: Why Technology Isn’t Making Us Smarter

In 2002, Maine took a bold step towards the future when Governor Angus King launched a statewide laptop program. The idea was to put technology in the hands of students and immerse them in digital learning environments. Yet, more than two decades later, it seems that what was intended as an educational boost has backfired.

Why did this happen? Neuroscientist Jared Cooney Horvath recently testified before the U.S.

Senate Committee on Commerce, Science, and Transportation. His argument? Despite unprecedented access to technology, today’s generation is less cognitively capable than their parents.

This isn’t just a minor setback; it’s a stark reality.

Horvath cited studies showing that Gen Z scores lower on standardized tests compared to previous generations. He also highlighted a significant correlation between increased screen time and poorer test performance. The writing was clearly on the wall when Maine’s public school test scores failed to improve over 15 years, despite massive investment.

Screen Time vs Learning

The irony is that while technology promised to revolutionize education, it seems to have become a hindrance instead. A 2014 study found students engaged in off-task activities on their computers for nearly two-thirds of the time. This tendency to get sidetracked isn’t just a matter of personal discipline; it has serious implications.

According to Jean Twenge, a psychology professor at San Diego State University, apps designed to be addictive are part of the problem.

These platforms are engineered to keep users engaged for as long as possible, which can lead to diminished learning capabilities. The business model is based on constant user engagement, not educational outcomes.

A Baylor University study published in 2025 confirmed this by revealing that TikTok required the least effort to use, even less than Instagram Reels and YouTube shorts. This ease of access can be counterproductive when it comes to deep learning. The friction necessary for meaningful cognitive engagement is often missing in these digital ecosystems.

Policy Failures and Future Challenges

The solution proposed by Horvath isn’t just about turning back the clock, but addressing the underlying issues with how technology is integrated into classrooms. Congress could impose efficacy standards to fund research on what tools are truly effective. Additionally, strict limits on tracking behaviors and collecting data from minors using tech should be enforced.

Moreover, more than 75% of schools have policies prohibiting cellphone use for non-academic purposes.

However, enforcing these bans has been a challenge. The ultimate question remains: Is this technology crisis more about personal failure or policy missteps?

Horvath calls the educated generation with gadgets victims of a failed pedagogical experiment. “This is not your fault,” he told Fortune. “None of you asked to be sat in front of a computer for K-12 schooling.” His sentiment reflects a broader critique: that the technology revolution has had unintended negative consequences on cognitive development.

The stakes are high as we face challenges more complex than ever before—from overpopulation to evolving diseases, and moral drift. A generation less capable of tackling these issues is concerning indeed. As Fortune noted, the next era of workplace innovation requires a reevaluation of how technology shapes learning environments.

Conclusion

The Maine experiment was just one instance in a broader narrative about the impact of technology on education. While it’s tempting to blame individuals for not adapting, the real issue lies with policies and tools that prioritize engagement over meaningful learning. As we move forward, it’s crucial to align educational technologies with how human cognition actually works.