A new policy and learning-technology debate is resurfacing around America’s long-running laptop-and-tablet initiatives after a reported U.S. spend of more than $30 billion on classroom devices. The reporting argues that large-scale, technology-forward programs have not delivered consistent cognitive improvements and may correlate with lower standardized performance, citing testimony from neuroscientist Jared Cooney Horvath. Horvath told the U.S. Senate Committee on Commerce, Science, and Transportation that Gen Z shows lower standardized test performance than prior cohorts, and he tied worse scores to more time spent on computers in school. The article frames the question as aligning digital tools with how learning works—rather than rejecting technology—an issue still central to campus teaching and assessment design.