All these factors together make this project a unique endeavour. Through the use of technology it can address the major problems of access to rural teachers, providing equity of standards and allowing scarce resources to be used more effectively. Additionally, teachers' existing framework of knowledge and skills will be respected. In a dialogic fashion, teachers will be invited to discuss their present practice and their own personal theory of teaching. These automised procedures do not change easily, as they are not processed in serial, linear fashion in the mind, or necessarily expressed in sequential language propositions.
Few people discuss how they do everyday things.
They are processed in connectionist or parallel distributed processes that often form default mechanisms. This experience can be by personal experimentation, by observation of good practice and by practising change, along with discussing it as reflective practitioners. The second issue that needs to be addressed in formulating a view of learning and knowledge in this project, is the need for the teachers to link their existing theories and their practice with learning and teaching in the newly introduced O.B.E. curriculum. This principle is vital in a constructivist view of learning. Another issue that will feature strongly is the notion of cooperative learning teachers will be encouraged to form learning groups and to support each other in personal and professional development.