LME Global

06/07/2026

🎙️ New conversation on TRIGGERnometry

One of the biggest misconceptions in education today is that engagement and learning are the same thing.

They aren't.

A student can be highly engaged with a screen, a game, or an activity and retain very little. At the same time, some of the most powerful learning experiences can feel effortful, challenging, and even uncomfortable.

I recently joined Konstantin Kisin and Francis Foster for a wide-ranging discussion on:

• Technology and learning
• Screens and attention
• AI in education
• Cognitive development
• What the science of learning tells us about teaching

I'd love to hear your thoughts:

Have we mistaken engagement for learning?

Watch the full conversation here:
https://youtu.be/GcjirpuYP98?si=aGzSCKPogLBm-RMR

Triggernometry is proudly independent. Thanks to the sponsors below...

06/01/2026

What does the science of learning say about discovery-based learning?

A common misconception is that learning science is opposed to discovery learning. In reality, the question isn't whether discovery has a place in learning—it's when.

Research suggests that knowledge precedes skills. When students first build a foundation of facts, concepts, and understanding, discovery activities become far more effective because learners can ask better questions, recognize errors, and make meaningful connections.

In this AMA response, Dr. Jared Cooney Horvath explains why "content precedes skills" remains one of the most important principles in the science of learning.

Watch the full discussion here:
https://youtu.be/X1p0zetdqFo?si=XqWgEpjto7KlM_04

What role do you think discovery learning should play in the classroom?

Why the most popular progressive teaching method may be the least e...

05/27/2026

New research says “phone bans don’t improve learning.”
But before schools draw conclusions, it’s worth asking an important question: what exactly was being studied?

In this new article, explores the critical differences between partial phone restrictions, classroom-level policies, and true bell-to-bell bans — and why those distinctions matter when interpreting the research.

At LME Global, these are the kinds of evidence-based conversations that drive The Learning Blueprint for Teachers: helping educators evaluate attention, memory, cognitive load, and classroom practice through the lens of how learning actually works.

Because meaningful educational change requires more than headlines — it requires understanding the science behind the outcomes.

Read the full article here
Researchers Say Phone Bans Don’t Improve Learning: https://thedigitaldelusion.substack.com/p/researchers-say-phone-bans-dont-improve?utm_source=chatgpt.com

How a Crucial Distinction Continues to be Blurred in the Debate Around Phones in Schools

05/13/2026

New article featuring Jared Cooney Horvath in LEVEL Man.

As schools and families continue navigating an increasingly digital world, an important question remains:

Are current technologies helping students learn better — or simply changing how they engage with information?

This article explores growing concerns around attention, memory, deep reading, critical thinking, and the long-term cognitive impact of constant technology use.

At LME Global, we believe this conversation should not be about fear or nostalgia.

It should be about understanding how learning actually works — and designing environments that support focus, thinking, connection, and durable understanding.

Because the goal isn’t “more tech” or “less tech.”

The goal is better learning.

Read the article here:

Dr. Jared Cooney Horvath’s ‘The Digital Delusion’ exposes the truth.

05/12/2026

From Disruption to Integration: What COVID-19 Changed, What It Revealed, and How We Build Resilience Together
📅 May 15, 2026

This conference examines how the pandemic has impacted youth development, mental health, and learning—particularly for those currently in key transition stages (middle school through young adulthood)—and provides practical, real-world strategies to foster resilience across various settings.

Featuring Dan Siegel (Endnote), Jared Cooney Horvath and an incredible lineup of clinicians, researchers, and educators, plus multidisciplinary panels to bring the research into real-world practice for professionals and caregivers.

🎓 8 hours of CE credits available (for psychologists, social workers, LMHCs/LPCs, and MFTs and documentation of attendance for teachers).

Learn more / register:

REGISTER NOW ABOUT THE CONFERENCE The COVID-19 pandemic disrupted the developmental, educational, and relational foundations of daily life for children, families, educators, and clinicians. Yet within that disruption emerged new insights about resilience, connection, and the systems that support hea...

05/06/2026

What if some of the tools we introduced to improve learning have actually made learning harder?

In a new interview with Education Week, Jared Cooney Horvath discusses why schools may need to rethink some of the assumptions driving classroom technology adoption.

For years, educational technology has largely been framed around engagement, access, convenience, and innovation. But learning is not the same thing as engagement.

When we examine decades of international data alongside what we know from cognitive science and neuroscience, the conversation becomes much more complex—and much more important.

This isn’t about rejecting technology.

It’s about asking whether the way we currently use technology in schools truly aligns with how attention, memory, and deep learning actually work.

A thoughtful and important discussion for educators, school leaders, and parents.

Read the full interview here:

An influential new book delves into the research on how ed tech affects learning.

04/29/2026

A new investigation from The Wall Street Journal is putting numbers to something many schools are already experiencing:

Students aren’t just using devices to learn…
they’re getting pulled into them.

One student accessed 13,000 YouTube videos in three months—during school hours.

This isn’t about one platform.
It’s about what happens when tools designed for engagement are placed inside environments that require focus, memory, and deep thinking.

At LME Global, this is exactly the gap we work to address.

If we want better learning outcomes, we can’t just add technology and hope for the best—we have to align tools with how the brain actually learns.

📖 Read the full WSJ investigation:

Parents find their kids captive to the video streaming site on their school-issued devices; for one, it was 13,000 YouTube videos in three months.

04/27/2026

04/17/2026

🔗: https://bit.ly/4ceLfF1
The researchers, doctors, and child development experts have studied what generative AI does to developing brains. Their conclusion: it shouldn’t be anywhere near a classroom, and action needs to happen fast.

04/01/2026

Join Dr. Jared Cooney Horvath on May 15 for a powerful virtual conference exploring what COVID-19 revealed about learning—and how we move forward.

Jared’s session:
Technology, Stress, and Learning: A Dangerous Triumvirate

If EdTech worked, COVID would have proved it. Instead, we saw rising stress, fractured relationships, and declining learning.

This conference brings together leading voices across neuroscience, psychology, and education—including an endnote from Dan Siegel.

📅 May 15, 2026
💻 Virtual

⏳ Early bird pricing ends April 15

👉 Register here:

REGISTER NOW ABOUT THE CONFERENCE The COVID-19 pandemic disrupted the developmental, educational, and relational foundations of daily life for children, families, educators, and clinicians. Yet within that disruption emerged new insights about resilience, connection, and the systems that support hea...