In conventional elementary classrooms, in reading and mathematics, students were on task an average of 72 percent and off task an average of 27 percent. After one year of Discourse support in reading and mathematics, students in grades two to six significantly increased standardized achievement scores in reading and mathematics. The only teachers who are likely to be replaced by technology are those who do nothing more than a computer can do. Teachers will be needed to inspire, guide, tutor, and coach students, enabling them to become capable, self-directed learners. When classrooms have access to technological resources, teachers expect more of their students and can present more complex material.
Students receive more individual attention and take on more independent work.
The teacher becomes more of a coach than an information dispenser, with more collaboration and work in small groups going on among students and between student and teacher. Discourse is a groupware tool that enhances both of these advantages. References Bass, Hyman. Education Week, Commentary, p. 32. Brown, S., S.L. Robinson, and K. Dellenbach.