The TeleLearning-PDS offers support for:

Collaborative journal writing, problem solving and knowledge building during student teaching

Third- and fourth-year student teachers are encouraged to

• clarify and make their learning plans (expectations, goals, use of resources) known to their peers and to cooperative teachers
• reflect on the practice of teaching in a network-enhanced classroom from multiple perspectives
• engage in innovative paths
• demonstrate knowledge building
• share their collaborative space with incoming student teachers
  
  

First- and second year student teachers are encouraged to

• begin with individual journal writing (reflection on practice)
• read the writings of more advanced student teachers
• write notes of values to more advanced participants
  

Three levels of on-line conversation are encourages: private discussions (e-mail messages), semi-public discussion forums (local audiences), and public forums (open to the wide professional community or to the public).

Shared leadership

• Electronic connectivity can become a lever for organizational change when a school is putting forward a vision as a network-enabled learning community (e.g. PROTIC) or when it is harnessing the Internet as a solution to socio-economical issues (e.g.L'école éloignée en réseau). Face-to-face and on-line support are offered by members of the TeleLearning-PDS to these ends.

Note - The level of electronic connectivity varies at each Professional Development School (PDS) site, ranging from classrooms where every student owned an Internet-connected laptop to sporadic use of the school computer lab.