Examination of the nature of just-in-time technical support in schools in the Remote Networked Schools (RNS), a systemic initiative funded by the Quebec Ministry of Education, in Canada. The bulk were of two types of interaction: start-up, and trouble-shooting. Additionally, "Above all, participating in an emerging community of practice devoted to teaching in an RNS was, in itself, an opportunity for professional development, and ... such opportunities have the potential of enriching teachers' professional competencies." I don't know how many times this model has been observed, but it keeps coming up.
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