Review: PD should be ongoing

First:

• PD should be ongoing
• PD is about learning and learning should be ongoing for every teacher (Teaching is dynamic)
• TPD program is to enhance the ongoing learning process of teachers. This means that teachers should not only learn in the time of PD program (e.g. workshops, seminars), but after that, the learning should be continued.
  
• [who] has argued that this is one of the characteristics of an effective PD.
• Many of PD programs are criticised [Use "Borko's phrases"] and some reasons for people who cannot continue the learning is lack of support from the expert, lack of resources at school, not fully understand yet the concept that they already got from the PD programs, lack of time, and so on. [Ref].
• At this situation, the Internet has becoming ubiquitous and it offered many possibility for learning and enable for ongoing learning.
• Therefore, the oTPD has emerged, offering another way for learning, intended to solve the issues mentioned above.

Second:

• The characteristics of oTPD [Summarise] - many consider as this is a solution, allowing more flexible learning any where any time. The synchronous & asynchronous enable .....
  
• However, little study has been done how the teachers really use this for learning. [be careful. Therefore, I must have a very broad knowledge about the previous studies, aknowledging the strength and the limitation, knowing them and how mine is different from them. Therefore, I need once more careful reading for this.]

Third:

• How my research address this issue.
• My study with Ann to investigate how Ann uses the Internet for PD and teaching mathematics. One of the aspect was to explore how Ann use the internet for her ongoing PD.
• My study with Jack was [providing a PD program using ethnographic approach] to assist him to use the Internet for his ongoing learning
  

Fourth: The case of Ann

• The Internet allow her to do ongoing PD [Mention what she could do]
• e.g. Finding useful information [from her own access at home/school or from student's access]
• e.g. communicate with other teachers
• e.g. benefitid from mailing lists
• Therefore, she did not have to wait the workshop to learn
• After workshop, enabling her to explore further the material from the workshop + communicating with other teachers or experts.
  

Fifth: The case of Jack

• There are two things i was thinking here: (1) the uses of the Internet for ongoing learning and (2) the characteristics of PD that I was going to offer should be ongoing.
• The first, I meant that I was hoping that my programs will assist jack to achieve the level where he could see the potential of the Internet for ongoing learning and he would be able to continue in his future. The second, that in my research design, I was going to leave Jack for a while and planning to continue my work with Jack in a distance, supporting Jack from outside the classroom, by using emails.
• My effort to achieve the first: organising mathematical websites using blogs, and tables, emailing Jack.
• The results of the first: unpredictable. There is an email saying usefulness but not knowing the long term impacts of this and this is one of the limitation of this study.
  
• My effort to achieve the second: e-mail the resources, asking responses.
  
• The results: it did not work as I expected.

Sixth: Questioning the results:

• How Ann and Jack was so different in the uses of the Internet?
• What is the most important lesson from Jack case study in terms of expecting teachers to use the email for ongoing learning? How is about the preferences in the media of learning, how about their different context with the already busy schedule, and the email is another challenge for teachers, having email means having additional jobs to read or reply or to act? [Read research about email].
• What is the lesson that we can have about blogging for teachers. Are you expecting teachers to have a blog? What kind of blog that allowing teachers to enhance their PD?
• I think, we can gain a better insight to these questions by analysing the two case using the zones theory in the next section.
• How this research is different from previous research? This is a general question that should be answer at the end of Section 6.1
  

The last: I want to write the implications for Indonesian context

[the lesson from this phenomena]

Ya Allah, berilah konsentrasi pada saya, jauhkanlah hamba dari godaan syaitan.