This study examines the perspectives of teacher tutors on the value of the online components of PGCE (Post Graduate Certificate in Education) courses at the University of Ulster. The work has been undertaken as part of the ESRC-funded project, "A Values-based Approach to Teacher Education." It is set within the value-laden contexts of government investment in ICT infrastructure and strategy and of the post-RAE2001 angst that has been evident among researchers in educational informatics. The study draws upon elements of "Community of Practice" theory, seeking evidence for commonalities of "domain, community" and "practice". Evidence of these is to be found in the responses of the tutors and the online community is particularly valued as an antidote to the tendency of teachers: "to hide away in classrooms... and put posters over the glass bit on the door and disappear."