I agree with the problem of what is being taught. If you’re idea of learning is the precise regurgitation of information, that makes computers geniuses and humans (except the few with ‘photographic memory’) utterly stupid. This then, obviously, is not the measure of intelligence and learning.
If you teach something in a way that recording and playback devices of whatever kind allow the student to pass a test with better scores than someone without such a device, that means you’re attempting to teach either the wrong things or the wrong way. Tests should assess what someone has learned, not what they’ve blindly committed to memory. Knowledge is nothing without active thought. It’s high time our crippled school system starts adopting this philosophy (among others) when (or perhaps, if) it springs forth from the ashes.