{"id":167521,"date":"2025-01-31T14:19:55","date_gmt":"2025-01-31T20:19:55","guid":{"rendered":"https:\/\/tecscience.tec.mx\/en\/?p=167521"},"modified":"2025-02-20T14:59:18","modified_gmt":"2025-02-20T20:59:18","slug":"technology-and-education","status":"publish","type":"post","link":"https:\/\/tecscience.tec.mx\/en\/human-social\/technology-and-education\/","title":{"rendered":"Technology and Education: Perspectives on AI, the Brain, and the Classroom"},"content":{"rendered":"\n

How can technology and education coexist in harmony during the learning process?<\/strong> On average, children and young people spend about 200 hours a year using computers for educational purposes. However, in that same period, they use the same devices for passive media consumption\u2014often with rapidly changing content\u2014for nearly 2,000 hours, neuroscientist Jared Cooney<\/a> pointed out during his talk at the IFE Conference 2025<\/a>.<\/p>\n\n\n\n

\u201cOECD (Organization for Economic Cooperation and Development) couple of years ago flat out stated people who frequently use computers to learn achieve worse results in most learning areas,\u201d<\/strong> said Cooney, who is also an educator and author of Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick<\/em>.<\/p>\n\n\n\n

In his presentation, From the Lab to the Classroom: Tech, AI, and the Brain!<\/strong><\/em>, Cooney took a critical stance on the role of technology in education. He highlighted several studies showing that computers don\u2019t always help students improve their grades or test scores.<\/strong><\/p>\n\n\n\n

So, what\u2019s the right way to integrate technology into the classroom? According to Cooney, if we want technology to truly enhance education, the key isn\u2019t to design learning around technology\u2014but rather to design technology that adapts<\/a> to learning.<\/strong><\/p>\n\n\n\n

\r\n \r\n \"\"\r\n <\/picture>
\u201cWe can’t drop what works because something new comes down the pipe. We can use it to complement, but we can’t use it to replace,\u201d said the speaker, referring to emerging technologies. (Photo: Everth Ba\u00f1uelos \/ TecScience)<\/figcaption><\/figure>\n\n\n\n

Multitasking: The Challenge of Using Computers for Learning<\/h2>\n\n\n\n

Cooney argued that the struggle between learning and technology became even more complicated the moment computers entered homes<\/strong>\u2014when kids started using them for everything except<\/em> learning.<\/p>\n\n\n\n

One common misconception about computers in education involves a concept called primary function<\/strong>. Cooney illustrated this idea with a simple analogy: when someone sees a hammer, their first instinct is to use it to drive a nail. Similarly, students don\u2019t see computers as tools for education; they primarily associate them with entertainment and passive content consumption.<\/p>\n\n\n\n

He also linked rapid media consumption to the concept of multitasking in the brain<\/strong>. \u201cNo human being in the world can do it. Multitasking is not a skill issue.\u201d<\/p>\n\n\n\n

This ties directly into a key principle of learning related to memory: attention. The brain allows information to enter only when it deems it relevant\u2014everything else gets filtered out. So, multitasking isn\u2019t actually a skill; it\u2019s a limitation.<\/strong><\/p>\n\n\n\n

When the brain faces uncertainty due to constant switching\u2014between apps, activities, videos, and other content\u2014it automatically discards any incoming information from the last few seconds. That\u2019s why multitasking leads to slower performance,<\/strong> reduced accuracy, and weaker memory retention\u2014often resulting in distraction and lack of focus.<\/p>\n\n\n\n

Technology, then, needs to be intentional<\/em>,<\/strong> Cooney emphasized. Devices should be used for a single, specific task at a time, rather than constantly shifting between multiple activities.<\/p>\n\n\n\n

\r\n \r\n \"\"\r\n <\/picture>
Through various interactive video exercises, Cooney encouraged attendees to reflect on how multitasking impacts brain activity related to learning. (Photo: Everth Ba\u00f1uelos \/ TecScience)<\/em><\/figcaption><\/figure>\n\n\n\n

Using Technology to Get Back to the Fundamentals of Learning<\/h2>\n\n\n\n

Cooney emphasized that technology can be effective when it is designed to align with how people actually learn. This means developing tools that support deep learning processes and the fundamental principles of human cognition.<\/strong><\/p>\n\n\n\n

One key principle is recall<\/em>\u2014or active retrieval of information\u2014<\/strong>which strengthens memory by reinforcing the way the brain repeatedly accesses stored knowledge. In other words, technology should be used not just to access information but to help students recall and consolidate it.<\/p>\n\n\n\n

The more we retrieve, use, and engage with memories, the deeper, more durable, and easier to recall they become.<\/strong> A great example is radio jingles\u2014people hear them over and over again until they find themselves humming them unconsciously.<\/p>\n\n\n\n

Today, students often use technology for passive review\u2014watching lectures or reading notes. But for information to truly stick, they need to actively interact with it, turning passive exposure into deep, long-lasting memories.<\/strong><\/p>\n\n\n\n

Another important principle is that written text and spoken words don\u2019t mix well in the brain<\/strong>. The linguistic center responsible for processing vision becomes active when people read silently, creating the sensation of hearing their own voice in their heads as if they were reading aloud. This makes it harder to process external audio at the same time.<\/p>\n\n\n\n

Cooney explained that this creates a neurological bottleneck<\/em>\u2014the brain simply can\u2019t process two sources of auditory information simultaneously. That\u2019s why multimedia content that combines spoken narration with on-screen text can actually hinder learning rather than enhance it.<\/strong><\/p>\n\n\n\n

No Perfect Content, Just Teachers<\/h2>\n\n\n\n

Even with the rise of technologies like artificial intelligence<\/a>, Cooney argued that most of what people seek in learning still comes from human relationships.<\/p>\n\n\n\n

\u201cYou have a choice to learn with a machine that gives you the best information, the best pedagogy at the exact moment you need it, or learn from someone you like. You will always learn more from the person you like than the ‘perfect’ system,<\/strong>\u201d he said.<\/p>\n\n\n\n

Empathy is a key factor in learning<\/strong>, and it\u2019s something technology simply can\u2019t replicate, Cooney explained. Students learn more effectively when they like their teachers and feel a sense of connection with them.<\/p>\n\n\n\n

Attempts to \u201chumanize\u201d<\/strong> technology often fall flat because students can sense when something isn\u2019t authentic. For instance, educational chatbots have failed to replace real human interaction in meaningful ways.<\/p>\n\n\n\n

Additionally, when technology is integrated into education<\/strong>, it works best when guided and controlled<\/a> by teachers rather than directly managed by students. This approach ensures that technology serves as a teaching tool<\/em> rather than just a passive learning device.<\/p>\n\n\n\n

\u201c<\/em>We’ve been doing education basically the same for 2,000 years. The reason why it’s been around so long is because it works. We can’t drop what works because something new comes down the pipe. We can use it to supplement, but we can’t use it to replace,<\/em><\/strong>\u201d<\/em> Cooney concluded.<\/p>\n\n\n\n


Did you find this story interesting? Would you like to publish it? Contact our content editor to learn more at marianaleonm@tec.mx<\/a> <\/em><\/strong><\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Author Jared Cooney spoke about how computer use should be intentional, dedicating time exclusively to learning.<\/p>\n","protected":false},"author":47,"featured_media":167524,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_eb_attr":"","footnotes":""},"categories":[89],"tags":[543,220,497,532,234],"class_list":["post-167521","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-human-social","tag-education-and-humanism","tag-educational-innovation","tag-ife-conference","tag-ife-conference-2025","tag-institute-for-the-future-of-education"],"acf":[],"yoast_head":"\nTechnology and education: Perspectives on AI, the Brain, and the Classroom | TecScience<\/title>\n<meta name=\"description\" content=\"Technology alone doesn\u2019t always have a positive impact on education, but the way we leverage it toward this goal is what truly makes a difference.\" \/>\n<meta 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