During the implementation phase of this project, teachers' individual plans will take them in many exciting and diverse directions. Traditional professional development models that rely upon workshops cannot properly support all the different learning needs of the participants. While workshops can be scheduled to address some of the common needs identified by the group, other learning methods must also be employed.

Some of the technology skill needs can be supported through online tutorials. These usually consist of sets of step-by-step instruction posted on Web pages either as HTML documents or as downloadable PDF, word-processing documents or PowerPoint slides. Individuals or small groups make work through the instructions and practice at their own pace and at times most convenient for them.

Online tutorials vary greatly and therefore some care should be taken to locate and select tutorials that best match the focus interest, technical skill level and learning style of individual teachers. Beginning by offering a few very good (appropriate) tutorials may be a better strategy than listing a multitude and asking teachers to choose. You want their first experience to be a positive and effective one. After teachers gain some experience, they will be better able to sift through longer lists of tutorials and choose the best ones for their needs.

Online classes are a different kind of animal and also vary greatly in content, timeframe, skill level, and quality. Many classes are asynchronous (Participants do not have to be online at the same time.) and can be completed totally by reading material, studying Web pages, taking self-quizzes, etc. and might be thought of as a kind of independent study class. They can cover a wide range of material from primarily technology issues to classroom management and instructional topics.

Another kind of online class involves interaction with an instructor and/or other participants. While there are many of the same features as mentioned in the above paragraph, there are also opportunities (indeed, expectations) for discussion issues and reactions with others in the course via e-mail, discussion boards and sometimes synchronous (at the same time) methods such as chats, and audio conferences. A few classes may require a one or two-day face-to-face session. Some classes require a registration fee and some offer university credit. Some span a few days - others a full semester.

When exploring online classes take note of what organization or individual offers them. Be sure they are reputable. Many colleges and universities offer online courses as do a number of professional organizations and education support centers like the federally funded Regional Education Laboratories, Regional Technology Education Consortia, and local education service centers.

Finally, we mention Web sites as a support for implementing individual professional development plans. Certainly, all of the above can be found on Web sites, but there are some additional Web sites that by their very focus and quality can be learning environments if explored with purpose and concentration. One good example of this is the National Council of Teachers of Mathematics Web site. It contains a wealth of information about standards, instructional methods, using technology and a host of other things. It has pages for parents, pages for students and pages where teachers can interact. Another good example is Bernie Dodge's WebQuest page. Teachers using these Web sites as a focus for study and improvement can find plenty of material and, often, online support from colleagues.

One final note, often it is more effective to have two or more teachers explore the Web site, work through the tutorial or take the online course together. For most people, learning has a social element to it. Dialogue and reflection is vital. (For those teachers who like to learn through e-mail communication joining an educational listserv might be just the ticket.