Perhaps too much. Yes, functionality is just a rote application of algorithms and rules. But in some cases it's more subtle. I once met someone who proposed that teaching fractions at all is a silly waste of time. We don't need to do it.
Calculators can take care of the issue.
Functionally, this is correct. In the end, using this LCD example, we may well come back to using the traditional algorithm, but the point now is that students not only would understand the application of the algorithm, but also understand the value of it. And it's not just the LCD algorithm. It's understanding that alternative algorithms can be sought and can be found. It's your Internet.