What's Happening?
Dr. Jared Cooney Horvath, a neuroscientist, testified before Congress about the declining academic performance of Generation Z, those born between 1997 and 2010. According to Horvath, Gen Z is the first generation to score lower on standardized academic tests
than the previous generation. He attributes this decline to the pervasive use of digital devices, which he argues detracts from deep learning and cognitive development. Horvath highlights that Gen Z spends a significant portion of their waking hours on screens, which impacts their attention, memory, literacy, numeracy, and general IQ. He advocates for reducing screen time in educational settings to improve learning outcomes.
Why It's Important?
The testimony underscores a growing concern about the impact of digital technology on education and cognitive development. If Gen Z's academic performance continues to decline, it could have long-term implications for the workforce and economic productivity. The reliance on digital devices for learning may hinder the development of critical thinking and problem-solving skills, which are essential in a rapidly changing job market. Policymakers and educators may need to reconsider the role of technology in education and explore strategies to balance digital learning with traditional methods to enhance cognitive development.
What's Next?
In response to these findings, there may be increased pressure on educational institutions to limit screen time and incorporate more traditional learning methods. Policymakers could consider implementing regulations or guidelines to ensure a balanced approach to technology use in schools. Additionally, there may be a push for further research into the cognitive effects of digital technology on young learners. Educators and parents might also seek alternative educational tools and practices that promote deeper learning and critical thinking skills.
