A critical analysis claims the $30 billion U.S. investment in laptops and tablets for schools has not delivered the learning gains promised—and suggests increased screen time correlates with falling standardized test scores among younger cohorts. Neuroscientists and education critics argue that indiscriminate device adoption may have weakened learning environments rather than strengthened them. The findings pose a challenge for higher‑education leaders and teacher‑preparation programs: how to retrain incoming K‑12 teachers on evidence‑based pedagogy in technology‑rich classrooms, and how universities should assess incoming students whose foundational skills may have been shaped by more screen‑centric schooling.