ABSTRACT
Many teachers who have tried to use a new piece of hardware or software will wince in recognition at Brian Drayton’s portrait of “Erica”, a fictional teacher struggling to learn telecommunication technology. There are thousands of Ericas among the nation’s science teachers—intelligent, eager to acquire new skills and tools to aid their teaching, but short on time and long on responsibilities. Responsiveness to the needs of the “Ericas” is the key to building a telecommunication network capable of supporting a national community of practice.
