I understand that it is mostly regulated at the state level. I'm not sure about other states, but The Computer Science Standards for California Public Schools (Kindergarten through Grade Twelve) also tend to be followed by private schools. So they can claim their programs meet state requirements.

This brings computers into the classroom, and once they’re available, it is a slippery slope. It is easier for teachers to have students use semi-gamified "educational" apps rather than engage themselves.

Example for K-2 - https://www.cde.ca.gov/be/st/ss/documents/csstandards.pdf:

  K-2.CS.1 Select and operate computing devices that perform a variety of tasks accurately and quickly based on user needs and preferences.

  K-2.CS.2 Explain the functions of common hardware and software components of computing systems.

  K-2.CS.3 Describe basic hardware and software problems using accurate terminology.

  K-2.NI.4 Model and describe how people connect to other people, places, information and ideas through a network.

  ...

  K–2 K-2.AP.12 Create programs with sequences of commands and simple loops, to express ideas or address a problem

  K-2.IC.20 Describe approaches and rationales for keeping login information private, and for logging off of devices appropriately

Yes, we have similar metrics in NSW (Australia). Agreed on the dynamics. There are also a lot if fairly feral edutech entrepreneurs playing special interest capture here - they obviously care more about selling their dubious education novelties than any one group cares about keeping them out. So our kids' schools are littered with semi-functioning "smart whiteboards" and a host of broken edutech apps.