In this issue, Cavanaugh, Giapponi, and Golden (2016) have discussed the new prominent role of digital devices in the lives of students; the possible impact of these widely-used technologies on developing, learning minds; and the relevance of new cognitive neuroscience research and technologies for better understanding the potential effects of this phenomenon on the brain. Indeed, the amount of time school-age children and adolescents spend on computers, cell phones, and tablets playing computer games, using social media, and surfing the interwebs is being increasingly well documented, and the results are concerning to say the least. Many agree that the extent to which students of all ages are staring into digital devices is a source of concern for their cognitive, academic, and social development. No doubt, Brown adds, this issue has been addressed by previous generations with the advent of other new technologies, such as television. As both scientific research and public policy on this topic continue to develop and advance, Brown concludes that there is comfort in the knowledge that young brains are exceedingly malleable and contain within them the greatest possibility for growth and learning. [For "Digital Technology and Student Cognitive Development: The Neuroscience of the University Classroom," see EJ1105092.]