Are We Making It Worse? Rethinking EdTech and What It Means for Our Kids at Home
February 9 2026
I recently read Dr Michael Horvath’s testimony to the U.S. Congress and I have to admit, it hit a nerve.
His central point? Since around 2010, when educational technology (EdTech) really became mainstream in schools, we’ve been quietly trading off attention, cognitive growth, and social development for the promise of personalised learning and digital engagement. And we’re only just starting to realise the cost.
It mirrors what I see in my clinic and, frankly, in my own home.
A Decade of Distraction: What Dr Horvath Warns
Dr Horvath’s position is clear: giving children constant access to screens in the classroom has not improved outcomes. In fact, he suggests it’s making things worse. His written and verbal testimony detail how large-scale EdTech implementation has coincided with:
Decreased attention spans
Reduced executive function (planning, focusing, remembering instructions)
Higher distractibility in both academic and social settings
When devices are used not just as a tool, but as the main mode of delivery, it rewires how kids interact with information. Passive consumption replaces critical thinking. Fast feedback trains the brain to avoid struggle. Multi-tasking becomes the norm, even though we know the brain isn't wired for it.
The Home-School Tech Crossover
As a psychologist, I’ve spent years helping families implement boundaries around screens at home. But as a parent, I now see a troubling mismatch: we can work hard to reduce our kids’ screen time at home — but once they walk through the school gates, it’s often iPads, laptops and cloud logins all day long.
I was recently asked to sign an IT user agreement for my child. It required broad consent for data collection and third-party platform use, with very little transparency. I had questions. Where was the data going? What platforms were being used? What exactly were they monitoring?
I sent back a list of concerns, not to be difficult, but to raise awareness. Most parents probably just signed the form. I almost did too. But the gap between what we want for our kids and what’s actually happening in these digital learning environments is getting harder to ignore.
The Risks of Unchecked Access
Whether it’s EdTech at school or unmonitored use during a playdate or sleepover, the risks are real — and often downplayed.
Inappropriate content: With unsupervised devices, kids can access everything from violent games to pornographic material. It doesn’t take much.
Overexposure to dopamine loops: Many apps (even “educational” ones) use the same mechanisms as social media to keep kids hooked.
Weakened social skills: When digital interaction replaces real conversation, kids miss out on critical emotional development.
Sleep and mood disruption: Excessive screen use, especially late at night, is strongly linked to poor sleep, irritability, and behaviour changes.
These aren’t just risks at home. They’re playing out in classrooms every day.
What Can Parents Actually Do?
This isn’t about burning iPads or banning all tech. It’s about reclaiming some balance — and raising informed, resilient kids who can navigate digital life with awareness.
Here’s where I recommend starting:
1. Understand what your child is using
If your child mentions a platform or game, Google it. Better yet, type the name of the game into YouTube with the word “gameplay”. You’ll instantly get a sense of what they’re seeing.
This works for popular “brain rot” games as well — the fast-paced, hyperstimulating apps that hijack young brains.
2. Talk to schools, respectfully
If you’re unsure what platforms are being used in the classroom, ask. If you’re concerned about privacy or screen time, it’s okay to say so. Many schools are doing the best they can with limited guidance, and your feedback helps shape future policies.
3. Reinforce critical thinking at home
Just because tech is everywhere doesn’t mean our kids understand it. Talk about why algorithms work the way they do. Explain how engagement = profit. Empower them to notice when they’re being pulled in.
4. Balance screen time with real-world time
Yes, your child may need to use a device for school. But that doesn’t mean they need more screens afterwards. Prioritise sleep, conversation, outdoor play and analogue hobbies. These build the brain in ways no app can replicate.
5. Hold the line — even when it’s hard
It can feel awkward asking other parents about screen use at a sleepover. But if your child has a history of sneaking content, or struggles with boundaries, you’re not being overprotective — you’re being present.
Try:
“Hey, just a heads-up — we’ve been working on limiting screen use lately. Would you mind keeping devices out of the bedrooms tonight?”
It doesn’t have to be confrontational. It’s about shared understanding.
Final Thoughts
Dr Horvath’s testimony gives voice to something many of us have felt deep down — that in our race to digitise everything, we may have lost sight of what actually helps kids thrive.
EdTech isn’t inherently bad. But unchecked, unsupervised, or used as a substitute for real connection, it becomes part of the problem.
As parents, we can’t control everything. But we can stay informed. We can ask questions. And we can lead by example — online and off.
