I agree, the practice of repetition, in terms of physical tasks, promotes muscle memory, rather like a musician practices scales. They start off thinking about it, then eventually embed the knowledge neuroplastically until it becomes intuitive. They don't need to see the keys/strings/buttons because they've mapped it mentally through repetition. If you don't get something into the intuitive level, you can't move on in terms of creativity etc. This process applies to education generally as well, I think.
I think diversity of input sources, rather than just consulting Google, as an example, promotes neuroplasticity. When we were at school, pre-Windows, finding sources, getting information from our sources was relatively labour intensive, but it promoted neuroplastic development because more senses were directed at a task. When we oldies (50+) hit on a problem, we can draw on a wider range of skills within ourselves and through media compared to the younger generations.
Getting your information on tap just through computers is boring for our brains and I don't think it's good for students in terms of promoting neuroplasticity in the long run because there isn't enough variation in effort to maintain stimulation.. If something's boring you just want to go the least laborious route to get it out of the way. The effect of that is much less information 'sticks' at the intuitive level, with the resulting reduction in creative potential.