I'm shocked that you are shocked and blaming the teachers for not organising themselves. Who the fuck is in charge of coordinating these efforts? Teachers have a lot to do, kids to care about, other stresses, and they aren't experts in ED-tech or even technology in general. They use the tools they know about or have been told about, they aren't going out of their way to learn new tools in their spare time, it sucks but not every profession is focused on min-maxing like software engineering does, not everyone is out there thinking about how to automate their menial tasks, you need to be educated/trained in that, maybe with programming as basic school curriculum we can train a whole new generation to think about automation through software? I know I wouldn't be thinking much about that if I was a teacher.
I worked in the ED-tech space (related to music) for a while and for me it's shocking you are expecting teachers to be on top of this. The issue is systemic, the teachers are doing the best they can, the people on the top aren't trained either on using software to leverage and scale their teaching resources. There needs to be someone/some government that implements that as a policy, with experts guiding and driving the adoption of ED-tech in a better and more productive way.
> As a child, I remember seeing the poor quality of the material we were given, and hearing how hard teachers had worked to produce it. What’s the message behind it? Hard work is good because it’s work?
The message probably was more in line with "look at how much more work outside your expertise you'll have to do in real life, rather than just what you were hired and trained for". Seems pretty in line with our economic systems, no?