Chapter 5: Teaching If the teacher is able to efficiently predict and understand the range of other answers given by students in the class, it becomes possible to think creatively about the novel answer and figure how and why the student might have generated it. We think about how much easier some everyday tasks have become. We can request and receive alerts and notifications about events. Selecting music that we want to hear used to be a multistep process (even with digital music), and now we can speak the name of a song we want to hear, and it plays. Likewise, mapping a journey used to require a cumbersome study of maps, but now cell phones let us choose among several transportation options to reach a destination. Why can’t teachers be supported to notice changing student needs and provided with supports to enact a technology-rich lesson plan? Why can’t they more easily plan their students’ learning journeys? When things change in a classroom, as they always do, why don’t the tools of the classroom make it easier for teachers to adapt to student strengths and needs on the fly? Figure 6: Teachers work about 50 hours a week, spending less than half the time in direct interaction with students. 45 | P a g e
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