With educational outcomes inadequate, resources tight, and students' academic needs growing more complex, America's education system is certainly ready for technological innovation. And technology itself is ripe to be exploited. Devices harnessing cheap computing power have become smart and connected. Voice recognition, artificial intelligence, and ubiquitous access to information have enabled a profusion of mobile, economically important, and educationally remarkable activities. For some students with disabilities, specialized software and cheap, connected devices such as tablet computers have radically altered how their education is delivered. Replicating these innovations, and going much further, must be a top priority if the United States is to remain economically competitive. Technology-driven innovation has increased demand for workers with cognitive skills that require substantial investments in education. Given its high wage basis, America's economic competitiveness is especially sensitive to its schools' failure to produce graduates who are ready for college or a career. Despite a high rate of unemployment, in several high-tech fields, such as aerospace, oil, and information technology, employers simply can't find enough skilled workers in some labor markets to fill openings for well-paying, technically demanding jobs. In response to threats to U.S. economic competitiveness, the federal government should be doing all it can to promote technology-driven innovation for schoolchildren. Instead, federal policy stands in the way of innovation, both actively and passively. This doesn't have to be the case. With greater support for the federal efforts that already exist, and modifications to rules that discourage innovation, the U.S. government can lead the charge in ensuring that all stakeholders--school systems, educators, private companies, and above all students--make the most of the technological challenges and opportunities in front of Americans. (Contains 33 footnotes.)