Schools across multiple states are rethinking “tech-first” classroom policies after administrators found that ubiquitous devices often became distraction channels rather than learning tools. A Kansas middle school that previously banned phones later extended the change by restricting or pausing laptop use, requiring pen-and-paper note-taking for at least part of instruction. The reported shift is being reinforced by earlier research signals tying frequent in-class computer use to flat or worse academic outcomes. Officials and researchers describe a growing pattern: devices remain available, but only for teacher-assigned activities. For higher education, the knock-on effect is preparedness. Undergraduate instructors are now seeing incoming cohorts that may have experienced a shorter runway with sustained reading and focused study practices, affecting how faculty design coursework and assessments.