Dear Dr.Galle,

It is no surprise that your clinical observations on pre service /in service teachers and mentors are accurately addressing major Philosophical epistemic notions on How teachers augment classroom instruction with learning designs, re useable or approved by Teachers as the decision to utilize or accept a web integrated lesson is in their hands

Given the present reality of de mystifying the augmented classroom, and the Acceptable Use Policies I have presented a use case which is a hallmark achievement in addressing the best use of Learning with ed technologies from the perspective of all areas of the curriculum

https://fcit.usf.edu/matrix/project/future-cities/

Many wishes for your continued success .

jvd@

The findings from a paper titled “School Factors That Promote Teacher Collaboration: Results from the Tennessee Instructional Partnership Initiative" published in the American Journal of Education is instructive of this point. It states that “collaboration partnerships are a space where teachers will learn to improve their instructional practice. The design of collaborative teacher partnerships and collaborative time should be designed in intentional ways that may support instructional improvement.

Thank you very much for your insightful response and valuable literature recommendations. They are excellent and highlight that collaboration is indeed a multidimensional and highly complex construct. This complexity underscores the significant challenge of developing a curriculum for teacher education aimed at fostering effective collaboration in schools.