> Disruption happens at a procedural level, not by changing what they do I love everything about this statement. I've seen this from both sides, as a seller of

> Disruption happens at a procedural level, not by changing what they do I love everything about this statement. I've seen this from both sides, as a seller of software and buyer/user of software. All of the stickiest changes happen procedural level, usually not through full-blown change but instead moderate tweaks and improvements. One way I like to think about it is this: if my software is all of the sudden unavailable, what will users do? Can they keep working? Will they keep working? Specific to education, I would hope that many core school functions like teaching would simply revert to simpler methods or alternatives rather than grind to a halt. But I assume that the process of convincing the buyers to use your software runs headfirst into confusion over how much work it will be to learn something new rather than stick with (mostly) status quo.