“those who ask for software tend to ask for extremely simple workflow-helper type stuff rather than domain-expert-amplifier type stuff” I was a HS English teac

“those who ask for software tend to ask for extremely simple workflow-helper type stuff rather than domain-expert-amplifier type stuff” I was a HS English teacher for about ten years before moving into tech, and this reality was a source of frequent frustration with (most/almost all) new ed-tech offerings. There are enough practical constraints on instruction quality that amplification tools would be welcome; however, improving educational quality through improving instrumental performance does not appear to be a notable focus. FWIW: I believe the low hanging fruit begins with assessment.