TPD@Scale programmes make design choices about ICTs in relation to peer and/or expert support, based on local knowledge of what will work best for teachers: some programmes are highly structured and expert-led, whilst others are more loosely organized and peer-facilitated. In the example of BLF Rwanda, there is both peer and expert interaction, face-to-face and remotely by phone.

Teachers’ digital identities will influence what is possible in terms of collaborative learning with peers and experts: in some programmes, teachers readily use social media to share examples of lesson plans or videos from their own lessons, whilst in other programmes social media messages are more about organisational queries; in some cases, teachers are reluctant to share their teaching ideas with other teachers on social media.

Social messaging platforms can support peer and expert collaboration where teachers are not co-located, even when there has not been any prior face-to-face contact. This is highly valuable for teachers working in crisis situations such as in refugee camps. ICTs for peer support and mentoring can help to address professional isolation, improve motivation, and increase teachers’ sense of professional identity.

Make notes in your Personal Blog on this reading. How relevant are these discussion points to your TPD context?