Description
*This course is worth fifteen continuing education contact hours (CECH) or one graduate credit. You have the option of participating asynchronously or in a blended learning format.
Our children are struggling.
Schools, once alive with deep learning born of human connection, are now dominated by screens. The result is unmistakable: falling performance, fractured attention, and the slow erosion of rigorous thought.
We were told that classroom technology was progress. It wasn’t. In THE DIGITAL DELUSION, neuroscientist and educator Dr. Jared Cooney Horvath reveals why digital tools in school consistently undermine learning -- and what parents, teachers, and schools can do to push back with purpose. Drawing on decades of neuroscience and education research, Horvath dismantles the core myths driving the EdTech movement, and offers a practical playbook for putting people -- not programs -- back at the center of education.
This is not a call to reject technology.
It’s a call to reclaim real learning.
Book: The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning -- And How To Help Them Thrive Again by Jared Cooney Horvath
Objectives
Participants will:
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Analyze Current Practice
Participants will evaluate at least three current classroom technology practices and reflect on their impact on student learning, engagement, and attention using research from the book. -
Implement and Assess Change
Participants will implement at least one instructional change based on the book’s recommendations and collect evidence of its impact through student work, observations, or reflection data. -
Develop a Technology Decision-Making Plan
Participants will create a classroom technology use plan that identifies when technology enhances learning and when non-digital approaches may be more effective, supported by evidence from the book and their classroom experiences.
Danielson Framework Alignment for The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning — And How To Help Them Thrive Again by Jared Cooney Horvath
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Danielson Domain |
Alignment to the Book |
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Domain 1: Planning and Preparation |
This book encourages teachers to thoughtfully evaluate when technology truly enhances learning and when it may create distractions. Educators can use the research presented to design lessons that prioritize attention, memory, critical thinking, and meaningful student engagement rather than relying on technology simply because it is available. |
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Domain 2: Classroom Environment |
Horvath emphasizes the importance of creating learning spaces that support focus, relationships, and student well-being. Teachers can use the book’s ideas to establish classroom routines and expectations that reduce digital distractions, increase student interaction, and promote a positive learning culture. |
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Domain 3: Instruction |
The book challenges educators to make intentional instructional decisions about technology use. Teachers can apply the research by selecting strategies that encourage active learning, discussion, collaboration, and deep thinking while using technology only when it clearly improves student learning outcomes. |
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Domain 4: Professional Responsibilities |
The author encourages educators to reflect on their instructional practices and stay informed about current research regarding technology and learning. Teachers can use the book as a catalyst for professional reflection, collaboration with colleagues, and communication with families about healthy and effective technology use in education. |
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