At each university that has this kind of a project, the project is slightly different, but it has all four of those components. How that project is implemented, is different at every university. In many respects it was to our advantage that we were not funded until 1995, because by that time, we'd been making applications for this since 1992. We had been talking to teachers. We had been collaborating with school districts, with superintendents, with principals, with everybody we could think of to design our grant proposal so that it would do what the schools needed to do, as well as what we saw we needed to do for teacher education.
University professors use distance learning, using both monitors and projectors, as seen here.
Yes, my vision has changed because at the beginning I saw this as a very narrow specific project and now I am beginning to recognize, over the last year or so, that there is so much more potential here than I ever anticipated. And I am so much more amazed at the creative ways that the public school teachers are developing to use the technology we put in their hands. I also continue to be amazed at the level of interest in the teacher education students and in their willingness to spend time learning new technology. As a teacher education faculty, we can't keep up with our students and we all recognize that. We are woefully behind our students' learning curve.