Inservice teacher development is a much discussed and evolving issue in the K-12 world. The ubiquity of network technology resources has encouraged the exploration of network communication as a means for dialogue-centered teacher development. The result of efforts to link geographically separated teachers in conversation about teaching and learning through computer networks suggests promising potential for hosting professionally enabling discourse. Yet, most of the literature has emphasized the function of the technology tools deployed or the pedagogy practiced. This study relates the outcomes of a 2 year technology-supported problem-based learning project in which building teacher knowledge through sustained dialogue-driven collaboration was the objective. The qualitatively conducted research identified key organizational structures for making the most of computer-mediated communication (CMC) for inservice teacher development. Key considerations include participant homogeneity, climate of interaction, and discourse focus.
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