Screens, teens and their brains. Discourses about digital media, learning and cognitive development in popular science neuroeducation

Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools classroom, on one hand, and an increased emphasis brain-based learning, other. Proponents latter strand ‘neuroeducation’ claim that media might have harmful effects learning cognitive development. How do they then deal with school digitalization? By examining popular science books influential neuroscience actors Swedish educational context, this study identifies diverging discourses where technologies are discussed both as distractions classroom promising for personalized self-optimizing learning. This ambiguity reflects a cautious criticism against digitalization overhastly, critique also emphasized recent policy changes system. The article concludes impact perspectives positioned new kind experts.