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which means that, even if the TTRB were to be killed off or die, RE-Net could continueindependently but using all the same DNA as the original resource network. Leask remainsconvinced that it is through such ‘online communities of practice’ (Leask, 2010), thatenhancements to teachers’ professional learning can be assured:“…using e-tools such as online collaboration for the management of researchprojects over distance with co-researchers based in schools or other universities andcommunicating online through synchronous and asynchronous communicationallows large scale research to be undertaken cost-effectively and in a timely manner”(Leask, 2010 p. 7)A forensic analysis of this gobbett of text, in keeping with Foucault’s archaeologicalmethodology, might focus on the words highlighted. Such words occur frequently in the textbooks of e-learning (See for example, Salmon, 2000; 2002; Kearsley, 2000; Thorne, 2004).They are equally axiomatic in that which Polsani named as ‘Network Learning’ (Polsani, 2002).Moreover, they were implicit in the four ‘i’s, identified in the model for teachers’ CPD, I wroteabout in IM5 (see appendix 6). It is worth comparing this with some words of Friedman,"I have found that using the simple notion of flatness to describe how more people canplug, play, compete, connect and collaborate with more equal power than before - which iswhat is happening in the world - really helps people who are trying to understand theessential impact of all the technological changes coming together today." (Friedman, 2006p. x)In section 2.3.2, I pointed to the importance of constructivism as an under-pinning pedagogy fortechnology-enabled learning. Conner et.al. note,“The constructivist model comes from several contemporary cognitive theorists who beganquestioning the benefit of cognitive instruction for unknown information and knowledge.They adopted a different way to look at learning and understanding knowledge,Constructivists assert that knowledge is what we make of it. Without minds there wouldbe no knowledge – it’s a function of how we create meaning from our experience.”(Conner et.al., 1996 p. 32).This model of learning requires at least two participating selves, the pupil and its teacher. Thatencounter puts together two selves who bring to it ‘luggage’ from each of the networks in which248Simon Hughes Ph.D. Thesis (October 2012)