Teachers are able to easily and quickly update their course materials and equitablY distribute their time (Harasim, 1989; Hartman et al, 1991; Romiszowski, 1993; Townsend, 1984). Courses for professional development can be accessed at a savings in time and money to the teachers and their districts (Ahola-Sidaway, MacLean & Treuhaft, 1990; Johnston, 1992; Schrum, 1992). Net result is that the school or district can provide more services to more students withour first having to hire more teachers (Kaye, 1989).

Non-video online communications is the great equalizer. "Without nonverbal tools, it is difficult for a sender to convey nuance, communicate a sense of individuality, or exercise dominance or charisma" (Sproull & Kiesler, 1991, p.40). Online communications provides freedom from the often inhibitory socio-emotional factors such as rank or appearance (Hartman et al, 1991) in a setting where the focus is on content and not the sender (Johnston, 1992) may contribute to lowered learner anxiety (Feenberg, 1989) and a heightened sense of empowerment (Davie & Wells, 1992).

Bailey Gerald D and Lumley Dan , Technology Staff Development Programs A Leadership Sourcebook for School Administrators (1994) by Scholastic, Inc. 248 pages (1994) Spiralbound ISBN 0-590-49220-9. Reflecting on the best current thinking, the book is organized to give you just the answer or information you need to move your program forward, at any stage of development. The authors combine technical skills development with the strategies and ideas that can help redefine teaching and learning in your school. Throughout the work, key terms are identified and explained, problem areas are spotlighted, and time-proven ideas, activities, and strategies are suggested.

revised 5/22/98