Why Screens Hurt Learning: Dr. Jean Twenge Explains the Chromebook Problem

Screens are everywhere—at home, in classrooms, in backpacks, and in students’ hands the moment they wake up. And somewhere along the way, we accepted the idea that more devices automatically mean better learning. But a recent WCCO Radio video titled “A Laptop For Every Student Has Been A Failure: The Chromebook Disaster” offers a reality check many educators have felt brewing for years.

The segment features Dr. Jean Twenge, one of the leading researchers on generational trends and digital habits. In her New York Times piece, “The Screen That Ate Your Child’s Education,” she lays out a compelling truth: despite the convenience and excitement surrounding technology in classrooms, the evidence shows that more screen time often leads to less learning—not more. And if you’ve spent any time in a classroom lately, it’s easy to see what she means.

In the interview, Dr. Twenge explains how the shift toward digital learning has quietly reshaped students’ reading and attention patterns. Digital reading trains kids to skim and scroll, hopping between tabs and notifications rather than settling in to understand something deeply. I

It creates confidence without comprehension—students feel like they’re mastering material because it’s quick and accessible, but the retention just isn’t there.

She points out that paper consistently outperforms screens for deep thinking, complex text, and long-term memory. Students catch more details on paper. They notice nuance. They slow down. And yet, classroom culture has drifted so far toward devices that many students rarely touch a physical text unless a teacher intentionally places it in their hands. The interview underscores how quickly schools moved to 1:1 devices—often without research showing they improve learning—and how the early data we do have raises major concerns.

In The Screen That Ate Your Child’s Education, Twenge highlights research that should make every school rethink its default use of devices. Students consistently learn and remember more when they read on paper. Digital reading makes them faster but not deeper. Vocabulary suffers. Comprehension suffers. Focus suffers. Even older students, including college-level learners, misjudge how much they retain when reading online.

One of the strongest points she makes is also one of the most uncomfortable: kids prefer the device that leads to weaker learning.

It’s a strange contradiction we see everywhere—students want Chromebooks because they feel easy and familiar, but the very design of these tools encourages skimming rather than understanding. Twenge argues that this isn’t a minor issue. Over time, the effects compound.

Her Advice to Parents — and How Teachers Can Apply It

Dr. Twenge doesn’t just diagnose the problem—she offers practical guidance that applies beautifully in classrooms. Parents are encouraged to limit recreational screen time, separate school tasks from entertainment, and intentionally use paper for deeper work. Those same ideas translate to teaching. We can design lessons that use technology with purpose instead of obligation, build routines that reduce multitasking, and model what slow, intentional reading looks like.

She also emphasizes modeling healthy tech habits—letting kids see adults read physical books, create off-screen, and engage without constant digital stimulation. Teachers can do the same by balancing device use with analog routines like journaling, annotation, hands-on learning, and simple conversation. And, perhaps most importantly, she encourages both parents and teachers to embrace boredom. Not every moment needs a screen. In fact, some of the best thinking happens when there isn’t one.

Screens Have a Place—But They Can’t Be the Default

Like many teachers, I see what Dr. Twenge is talking about every day.

Devices can absolutely enhance learning. They support research, creativity, accessibility, and differentiation. But they also pull kids into a skimming mode. They take attention and fracture it. They make sustained thinking feel harder.

Somewhere along the way, we stopped asking the most important question:

Does this tool actually help learning?

Not:

• Is it engaging?
• Is it flashy?
• Does it check a tech-integration box?

But instead:
Does it deepen learning and improve understanding?

Paper often does.
Screens often don’t.

Practical Ways Teachers Can Apply Dr. Twenge’s Research Tomorrow

Here are small shifts that make a big difference:

• Print longer texts and use paper for annotation
• Begin class with a paper-based warmup
• Use paper planners or checklists
• Create “no-screen days” or “analog Fridays”
• Combine digital lessons with handwritten reflections
• Model slow, intentional reading
• Reduce multitasking — one tab, one task
• Reserve devices for tasks where they truly add value

These aren’t huge changes. But they add up—quickly.

Now What

This conversation isn’t about rejecting technology.
It’s about right-sizing it.

Kids deserve learning experiences that build comprehension, focus, curiosity, and thinking. Sometimes that means using screens. Sometimes it means closing them.

Dr. Twenge’s research is a reminder that the simplest tools often remain the most effective.
Paper, pencils, conversation, connection—these aren’t outdated. They’re essential.

If we want students to become deep readers, strong thinkers, and focused learners, we have to design environments that support the way the brain actually learns.

And sometimes the best way forward is to step back from the screen.