You seemed to miss their argument. Those were the standard in 1995, before OSes had really integrated the internet. Haivng a floppy disk, discarding wifi, and having drivers auto-loaded/discovered automatically (or not needed at all) are independent developments. Even when Chromebooks started becoming standard: using drivers from physical disks were rare, Windows could automatically find and update drivers (how well, eh), WiFI existed and was faster than most internets. You could install Linux and it would mostly work, provided your hardware wasn't too new.
The actual argument chromebooks are contributing to tech illteracy because, they're:
- Locked-down: devices that most can't repair or customize, especially if given out by a school or organization. Locking them down is a feature.
- Below cost: they're the cheapest devices available, because Google makes more money from data.
Organizations buy these devices because they're cheap (than cost), lock them down, and those locked-down devices become the only computer for most students. While it's technically possible to install Linux, these users can't: it's not their devices: the organizations bought them because they were cheap and easily locked down for kids. If these are their main device, and they not allowed (either technically or by policy) to install another OS: where will they learn tech literacy? Not on their phone, not on their tablet, and not on their school-issued laptop.
They've been locked into a room and people wonder why they don't know how to interact outside. You're arguing that the room today is better than the one in 1995. That's true, that doesn't change the argument:
- Maybe they shouldn't be locked into the room.
- Maybe it shouldn't be cheaper to lock the room than to let them go outside.
- Maybe we need to do more to help them see outside the room.