摘要：The field of distance education is becoming increasingly more noticeable in the science education literature. The vast majority of literature in this paradigm has been on attitudes and perceptions of instructors and students alike. This article discusses the experiences of using different distance education modalities for the purposes of science professional development for elementary school teachers. Issues of where to begin and the possible challenges that can be encountered in designing a professional development program using distance education technologies are discussed. This article gives recommendations for practitioners and administrators of science education who aspire to reach teachers in isolated areas for the purpose of science teacher professional development.
