At school, Chewe made sure she had all her materials ready to go. She put her phone in her pocket (but not her case) and was ready to go. She was one of the first teachers to arrive at the school. She was one of the first teachers to get in a lesson. She didn't have to wait for anyone else. She didn't have to ask anyone else for anything. She was ready to go. She was eager to get started. She was excited by the prospect of being able to introduce TESSA and VLE to a small group of pupils and having a chance to demonstrate how the two resources work. She wanted to make sure she had time to explain how it all works and that she could do it all in time.
Finally it was time to go to school. At the first opportunity, Chewe put her phone in her pocket. She made sure she had all her materials with her. This meant her phone was there for pupils, but not for herself. She packed her Teacher Notebook away. She made sure she had a pen and paper in her pocket. She put on her phone case - it was a special case made for different models of phones - and was ready to go.
She now has a Raspberry Pi on the go, and she doesn't have a laptop with her. This is why we need to break down her plans into manageable, and efficient chunks. This is also why we need to plan, and look ahead!
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One of the drawbacks to this approach was that we needed to recompile every time we made even a small change to the code. This slowed everything else we were doing down and because we couldn't always have someone waiting for the application to finish building. 827ec27edc