I'm old enough to remember when they came out with these new gadgets, eventually cheap enough that most students could have one, and they fit in your pocket. They could perform all the arithmetic that you were likely to see in primary school. Further iterations of the calculator and home computer software could do algebra, symbolic reasoning, numerical methods, etc.
There were different policies about whether you could use them in class, use them on tests, etc. There was much hand wringing. And yet math education moved on, because studying math is not about rote calculation, it's about developing reasoning skills. Calculators (and Matlab etc) offloaded the rote tasks.
Of course math education techniques had to change, because if you just hand a student a page of long division problems (primary school), or algebraic simplification problems (high school), or diffeqs (college), and let them use their phones, they can find the answers without learning much.
Now we have LLMS which can search for relevant information and write prose, among other things. They are here to stay, so hopefully soon educators will stop the hand wringing, will do some hard thinking about what's really important in education, and will adjust the way we teach and test students accordingly.