Contemporary education in Sweden is characterized by two parallel processes: the implementation of digital tools in the classroom, on the one hand, and an increased emphasis on brain-based learning, on the other. Proponents of the latter strand of 'neuroeducation' claim that digital media might have harmful effects on learning and cognitive development. How do they then deal with school digitalization? By examining popular science books by influential neuroscience actors in the Swedish educational context, this study identifies two diverging discourses where digital technologies are discussed both as distractions in the classroom and as promising tools for personalized and self-optimizing learning. This ambiguity reflects a cautious criticism against school digitalization as overhastly, a critique that is also emphasized in recent policy changes in the Swedish school system. The article concludes that the impact of brain-based perspectives on educational digitalization policy have positioned neuroscience actors as a new kind of digital experts.