Sorry, that doesn't square with my experience.
I have taught in 9 elementary schools as a substitute for a couple of years and observed, par contraire, that the kids were alert, aware of electronic devices as tools but not crutches, and quite capable of working with them, not trying to get them to do the work for them.
My middle-school music theory kids can download a music transcription app, use to to write their own 16-bar melodic compositions, and they're currently applying the centuries-old Common Practice Period rules about counterpoint, accompaniment, and figured bass arrangements to create the LH bass/accompaniments to them (well, one kid is writing a fugue, but it's the same idea). We use the play-back part of the app to share them in class.
Since I've worked pretty hard to stay current with the electronic tools used in other aspects of my work (I can do a mean PowerPoint on Egyptian architecture history, wanna see it?) and I know folks who do a lot more than that (we now have a way to read the palimsests of scraped-off parchments thanks to imagaic coding by a group of art historians and computer technicians working together) and who use their mad skillz for the good (you should see the use of microscopy to analyze the fire damage to wooden pillars and prepare the repairs for Notre Dame--including, since August, the organ--now underway).
So, interesting turns of phrase, but not very rooted in anything other than an imagined, dystopian reality.
M.