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For Sue, the most important aspect of the TLITE program was that she had access to various kinds of computer help in her self-specified interest area: there were workshops, one-on-one tutorials, demonstrations, hands-on group work, and ongoing support online from her mentor.
For example, after she started TLITE, the school librarian approached her with questions on using the Internet.
Terry's approach to the TLITE program was somewhat different from Sue's--she did not find the peer support network, the group work, or the workshops consistently useful, preferring instead to "work on her own" or to ask for help from people around her.
Unlike traditional workshops offered by the district, which offered no follow-up, TLITE offered teachers the opportunity to experiment with using computers and to be held accountable for their own learning through the completion of projects and on-going interaction with a program mentor.
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- Tlikakila River
- Tlikakila Wild River
- Tlingit Haida Central Council
- Tlingit Park Recreation Project
- Tlingit-Haida Regional Housing Authority
- Tliusten, Iusuf
- Tliusten, Iusuf Ibragimovich