This study documents the type of support and professional growth science teachers gained as they implemented technologies from summer institutes. Teachers and staff maintained communication after the program through a telecommunications network. This study involved 91 high school science teachers from across the country who participated in an NSF funded science program. A two week institute introduced content about "patterns in nature," an interdisciplinary approach to science, with an emphasis on various technologies: computer simulations, data collection and analysis software, alternative assessment programs (Audet, et al., 1996); and understanding the role of telecommunications in the teaching of science. Teachers interacted with program staff and fellow participants prior to and following the workshop through a commercial telecommunications network. Teachers most frequently initiated topics relating to technology. Observations from teacher dialogue indicated that teachers required individual staff support through email, but also engaged in sharing technology resources and classroom experiences with colleagues and staff, and reflected about their teaching in public areas of the network. This telecommunications network created a professional context comparable to collegial environments and other current models of professional development. (Author)