In Korea, AI-digital textbooks are scheduled to be introduced in English, math, and information subjects starting in 2025. Additionally, innovative changes are taking place in teaching and learning methods, such as the introduction of an English tutor robot into my classroom this year. Although there are voices of concern about this, AI and edtech will definitely bring about changes in the roles of teachers and students in the classroom, and the time has come for a huge digital transformation, not a passing fad. However, because direct communication is difficult between developers who develop edtech or AI-digital textbooks and teachers who are actual users teaching in the classroom, it is difficult to technically implement what teachers really want. This is because the person requesting development from developers is not the teacher, but the Ministry of Education or a public enterprise under the Ministry of Education, so they are not the parties involved in the conversation directly. Even if there is an opportunity for teachers and developers to communicate directly, it's very difficult for teachers to design lessons to increase student participation and to convey requests for necessary functions in a way that developers can easily understand. Because developers sit in front of a computer and design programs, they do not have a clear understanding of the actual teaching situation in the classroom. We also don't know what challenges teachers or students actually face in the classroom. For example, developers don't understand that logging into certain sites is the most difficult and time-consuming process for elementary school students. And teachers don't know how to explain things so thatdevelopers can understand and implement them. The scope and frequency of use will only increase when teachers' needs are properly reflected in the content and functions of edtech to be used in the future.