If only the tech made a difference.
"Taken together, the correlational and experimental evidence does not offer a convincing case for the general impact of digital technology on learning outcomes." https://educationendowmentfoundation.org.uk/public/files/Publications/The_Impact_of_Digital_Technologies_on_Learning_(2012).pdf (50 page research report.)
Despite 40 years of research, while the data show small positive correlation between use of technology and attainment, the cause does not appear to be the technology itself but effective teachers able to integrate technology in the lesson.
Technology itself tends to be so unreliable that the teacher has to plan two lessons, one using technology and a backup traditional lesson. Planning only the latter is more efficient and guarantees a full lesson. Using any technology for contact-time teaching, particularly where the students need access, takes far longer to set up and, anecdotally, appears to have a higher risk of failure.
That said, I have observed good uses, for example during a chemistry lesson, the teacher used a short video clip on a topic to keep the class engaged while he collected and distributed the next set of work. This let the lesson continue without interruption and kept the class on task.
Technology for either home study or revision (i.e. short- and long-term recall when the teacher is not available) can be effective, but is dependent on the student being engaged in their learning which, in many ways, is the crux of an effective learning environment, independent of method.