On the other, there are those who assail this automation as dangerous centralization, chipping away at our individual rights. We concluded our survey by asking for examples of educators influencing the development of technology, as well as additional suggestions about how to affect such development efforts in the future. The unfortunate reality is that most of our respondents do not perceive that they can have a direct effect on technology development. Respondents didn't elaborate, but we assume this is by virtue of their purchasing choices, sending feedback to companies and the natural process of selection over time. Large scale technology integration efforts funded by government certainly integrate teachers, but they are not the drivers.
Educators sometimes leave the field and become technology developers.
The next phase of computing should be led by people with co-degrees in poetics, ethics, and mathematics before they start reconceiving the platform or the software. Bioengineering should require minors in dance and movement, etc. Until there is enough time and energy for teachers to do more than manage too many kids for too many learning objectives, there won't be much additional energy for creative input into development efforts. We conclude by offering concrete suggestions to help educators become more proactive in shaping the future of technology. We believe that educators should be aware of the challenges which developers face when they try to create innovative products and programs for education.