0:00name is uh Dr. Jared Cooney Horvath. I’m a former teacher turned cognitive neuroscientist who focuses on human learning. Um and I do not receive funding nor have I ever from big tech.0:1010 secondsUm so a sad fact our generation has to face this. Our kids are less cognitively0:1818 secondscapable than we were at their age. Every generation has outperformed their parents. And that’s exactly what we want. We want sharper kids. And the reason for this largely has been school.0:2727 secondsEach generation spends more time in school. We use school to develop our cognition until Gen Z. Gen Z is the first generation in modern history to0:3535 secondsunderperform us on basically every cognitive measure we have from basic attention to memory to literacy to numeracy to executive functioning to0:4343 secondseven general IQ even though they go to more school than we did. So why what happened? What happened around 2010 that decoupled schooling from cognitive0:5252 secondsdevelopment? It can’t be school. Schools basically look the same. It can’t be biology. this hasn’t enough of time to change. The answer appears to be the1:001 minutetools we are using within schools to drive that learning. Across 80 countries, as Gene was just saying, if you look at the data, once countries1:081 minute, 8 secondsadopt digital technology widely in schools, performance goes down significantly to the point where kids who use computers about 5 hours per day1:161 minute, 16 secondsin school for learning purposes will score over 2/3 of a standard deviation less than kids who rarely or never touch tech at school. And that’s across 80 countries. Bring it home to the US.1:261 minute, 26 secondsLet’s go to the US. We have our NAP.1:281 minute, 28 secondsThat’s our big data. Take any state. And here’s here’s a fun experiment you can try. Take any state NAPE data. Compare that to when that state adopted one:11:371 minute, 37 secondstechnology widely and watch what happens. The NAPE data will plateau and then start to drop. And of course, this1:441 minute, 44 secondsis all correlative. What we really want is causitive. To get causation, what you need is academic research and you need mechanisms, explanations for why we’re1:521 minute, 52 secondsseeing what we’re seeing. Luckily, we have academic research stretching back to 1962 that shows the exact same story for 60 years. When tech enters2:012 minutes, 1 secondeducation, learning goes down. Because what do kids do on computers? They skim.2:072 minutes, 7 secondsSo rather than determining what do we want our children to do and gearing education towards that, we are redefining education to better suit the2:152 minutes, 15 secondstool. That’s not progress. That is surrender. So, as we go through our discussion today, there’s going to be a lot of talk about smartphones and and2:232 minutes, 23 secondssocial media, rightly so. But I’m the voice here to remind you that even in schools, it doesn’t matter what the size2:312 minutes, 31 secondsof the screen is. If it’s a if it’s a a phone, if it’s a laptop, if it’s a desktop, and it doesn’t matter who bought it, is it school sanctioned? Does2:392 minutes, 39 secondsit have the word education stamped on it? It doesn’t matter. All of these things are also going to hurt learning, which in turn are going to hurt our kids2:462 minutes, 46 secondscognitive development. Right at the time when we need our kids to be sharper than we