• More, faster, and better teaching and learning through technology, for example, began with placing one computer on a teacher’s desk in the early 1980s, then locating desktop computers in libraries then setting up separate computer labs and eventually buying laptops for each student. Now in 2021, media centers (once libraries) have rows of computers while classrooms have carts with 25-30 tablet computers stacked and ready for student use.
• Yet the dominant ways teachers  organize their classes, arrange activities, and teach lessons continue as before but now they use devices and software to achieve the same ends.
• Over the past century, for example, classroom lessons that relied wholly on whole-group instruction have shifted slowly to a mix of whole-group, small-group activities, and independent student work.
• There are, of course, individual teachers who moved from teacher-centered to student-centered instruction on their lessons over a decade. Just as there are individual schools where once students moved in lockstep progression from one teacher-directed activity to another to schools where students make independent choices, work closely with peers, and see their teachers as coaches.
• Incrementalism can be patchy, fragmentary and direction-less or it can be, over time, a collaborative movement inching toward a desired goal.

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