Neuroscientist Jared Cooney Horvath testified that the rapid rollout of computer‑based testing and classroom technology correlates with falling reading and math scores in places such as Utah, arguing that the pivot to pervasive digital tools has coincided with an international decline in standardized performance. At the same time, EdWeek reporting finds many educators remain split about AI’s classroom role; teachers cite lack of professional development, unclear policies, and mixed evidence about learning benefits as barriers to adoption. District surveys and webinars show practitioners using AI for administrative tasks and lesson design but hesitating to scale uses without guidance. For colleges and campus teacher‑preparation programs, the twin realities matter: incoming freshmen may arrive with altered literacy profiles, and K–12 partner districts will request different teacher competencies. Higher‑education teacher educators should plan for more coursework on digital pedagogy, assessment interpretation, and AI policy implementation.