In 2002, Maine became the first state to implement a statewide laptop program to some grade levels. Then-Governor Angus King saw the program as a way to put the internet at the fingertips of more children, who would be able to immerse themselves in information.
By that fall, the Maine Learning Technology Initiative had distributed 17,000 Apple laptops to seventh graders across 243 middle schools. By 2016, those numbers had multiplied to 66,000 laptops and tablets distributed to Maine students.
King’s initial efforts have been mirrored across the country. In 2024, the U.S. spent more than $30 billion putting laptops and tablets in school. But more than a quarter century and numerous evolving models of technology later, psychologists and learning experts see a different outcome than the one King intended. Rather than empowering the generation with access to more knowledge, the technology had the opposite effect.
Earlier this year, in written testimony before the U.S. Senate Committee on Commerce, Science, and Transportation, neuroscientist Jared Cooney Horvath said that Gen Z is less cognitively capable than previous generations, despite its unprecedented access to technology. He said Gen Z is the first generation in modern history to score lower on standardized tests than the previous one.
While skills measured by these tests, like literacy and numeracy, aren’t always indicative of intelligence, they are a reflection of cognitive capability, which Horvath said has been on the decline over the last decade or so.
Citing Program for International Student Assessment data taken from 15-year-olds across the world and other standardized tests, Horvath noted not only dipping test scores, but also a stark correlation in scores and time spent on computers in school, such that more screen time was related to worse scores. He blamed students having unfettered access to technology that atrophied rather than bolstered learning capabilities. The introduction of the iPhone in 2007 also didn’t help.
“This is not a debate about rejecting technology,” Horvath wrote. “It is a question of aligning educational tools with how human learning actually works. Evidence indicates that indiscriminate digital expansion has weakened learning environments rather than strengthened them.”
The writing was perhaps already on the wall. Fortune reported in 2017 that Maine’s public school test scores had not improved in the 15 years the state had implemented its technology initiative. Then-Governor Paul LePage called the program a “massive failure,” even as the state poured money into contracts with Apple.
Gen Z will now have to face the ramifications of eroding learning capabilities. The generation has already been hit hard by the transformations of the 21st century’s other technological revolution: generative AI.
Early data from a first-of-its-kind Stanford University study published last year found AI advancements to have “significant and disproportionate impact on entry-level workers in the U.S. labor market.” But a less capable population means more than just poorer job prospects and less promotions, Horvath warned; it endangers how humans are able to overcome existential challenges in the decades to come.
“We’re facing challenges more complex and far-reaching than any in human history—from overpopulation to evolving diseases to moral drift,” he told Fortune. “Now, more than ever, we need a generation able to grapple with nuance, hold multiple truths in tension, and creatively tackle problems that are stumping the greatest adult minds of today.”
Technology’s impact on learning
Classroom technology usage has ballooned in recent years. A 2021 EdWeek Research Center poll of 846 teachers found 55% said they are spending one to four hours per day with educational tech. Another quarter reported using the digital tools five hours per day.
While teachers may be intending for these tools to be strictly educational, students often have different ideas. According to a 2014 study, which surveyed and observed 3,000 university students, students engaged in off-task activities on their computers nearly two-thirds of the time.
Horvath blamed this tendency to get off-track as a key contributor to technology hindering learning. When one’s attention is interrupted, it takes time to refocus. Task-switching also is associated with weaker memory formation and greater rates of error. Grappling with a challenging singular subject matter is hard, Horvath said. For the best learning to happen, it’s supposed to be.
“Unfortunately, ease has never been a defining characteristic of learning,” he said. “Learning is effortful, difficult, and oftentimes uncomfortable. But it’s the friction that makes learning deep and transferable into the future.”
Sustained attention to a singular subject is anathema to how technology today has been deployed, argues Jean Twenge, San Diego State University psychology professor studying generational differences and the author of 10 Rules for Raising Kids in a High-Tech World. More time on screens isn’t just ineffective in facilitating learnings; it’s counterproductive.
“Many apps, including social media and gaming apps, are designed to be addictive,” Twenge told Fortune. “Their business model is based on users spending the most time possible on the apps, and checking back as frequently as possible.”
A Baylor University-led study published in November 2025 uncovered why this is: TikTok required the least amount of effort to use, even less than Instagram Reels and YouTube shorts, by balancing relevant videos with surprising and unexpected content.
Solving the tech crisis
Horvath proposed a swath of solutions to Gen Z’s tech problem, at least as it pertains to classroom use. Congress, he suggested, could impose efficacy standards to fund research on what digital tools are actually effective in the classroom. The legislature could also require strong limits on tracking behavior, building profiles, and collecting data on minors using tech.
Some schools have taken matters into their own hands. As of August 2025, 17 states have cracked down on cellphone use in school, banning the technology during instructional time; and 35 states have laws limiting the use of phones in the classroom. In fact, more than 75% of schools have said they have policies prohibiting cellphone use for non-academic purposes, according to the National Center for Education Statistics, though enforcing those bans have been met with variable success.
Ultimately, Horvath said, the loss of critical thinking and learning skills is less of a personal failure and more of a policy one, calling the generation of Americans educated with gadgets victims of a failed pedagogical experiment.
“Whenever I work with teenagers I tell them, ‘This is not your fault. None of you asked to be sat in front of a computer for your entire K-12 schooling,’” Horvath said. “That means we…screwed up—and I genuinely hope Gen Z quickly figures that out and gets mad.”
This story was originally featured on Fortune.com
