Our newest Insights article looks at a pattern showing up in classrooms everywhere: the devices are open, the students look busy, and yet the real learning has quietly drifted out of the room. It argues that the question is never whether to use technology, but why, and makes the case for intentional integration as a design principle rather than a default. Drawing on more than fifteen years in the classroom and what the latest international assessment data reveals, it asks what this shift means for EdTech companies, publishers, program developers, and schools. We would be glad for you to read it.