Experts warn of classroom edtech harms; some Kentucky districts begin rolling back devices and restoring textbooks

A panel of national researchers, advocates, and local educators told the Senate interim education committee that widespread classroom reliance on internet‑connected devices and proprietary edtech platforms has contributed to declining measures of attention, reading and numeracy and has not reliably increased learning outcomes.

Dr. Jared Cooney Horvath, a researcher who identified himself as a teacher‑turned‑neuroscientist, said international and U.S. data link greater in‑class digital use to weaker performance on tests. "When digital technology enters the classroom and mass learning skills development go down," he told the committee, arguing that many countries saw score declines after moving testing and instruction online. He also described cognitive mechanisms—loss of stable spatial cues when reading on screens—that, he said, reduce memory and encourage skimming rather than deep reading.

Emily Churkin, a parent and screen‑time consultant, told the committee that edtech’s business model mirrors social media and raises privacy, distraction and academic integrity concerns. She urged lawmakers to require school districts to publish a public inventory of all tech products students use, obtain informed parental consent, provide opt‑out options and pause deployment of generative AI in preK–12 until products are vetted. "Edtech is just big tech in a sweater vest," she said, urging stronger scrutiny of vendor funding and research claims.

The hearing also included local examples. Fleming County Superintendent Brian Krieman and Simons Middle School Principal Whitney Shannon Wilson described student‑led demand to reduce device time; they said the district’s board approved a first reading of a policy limiting school‑issued device use to a daily maximum (K–5 up to 45 minutes, grades 6–8 up to 60 minutes, grades 9–12 up to 90 minutes) for instructional activities, allowing case‑by‑case waivers tied to site‑based approvals. They said they are reordering textbooks for math and ELA and discouraging routine Chromebook use unless necessary for state testing, diagnostics, or specified instructional tasks.

Committee members asked about practicalities—whether paper versions of statewide assessments remain available, how younger students should be handled, and whether removing devices would leave students unprepared for technology in the workforce. Horvath and Churkin said younger grades can avoid device exposure until metacognitive and content knowledge foundations are built and that digital skills can be taught without heavy device reliance; Churkin recommended public inventories, parental consent, data‑privacy checks, and a cautious approach to generative AI.

The committee did not take legislative action but signaled the subject is likely to see further study and potential bills, and members asked KDE and staff to provide additional information about testing options and district pilots.