When a school has a faculty with varying levels of technology adoption and knowledge, what can they do within the school to help support others with using online classroom tools?

Both A and B are effective strategies for supporting faculty with varying technology skills. Identifying coaches and mentors (A) provides personalized, ongoing support, allowing less comfortable teachers to learn at their own pace and address specific needs. This builds confidence and fosters a supportive learning environment. Running workshops led by teachers (B) leverages internal expertise, making the training relevant and practical. Peer-led sessions can be less intimidating and more relatable, promoting collaborative learning and skill development across the faculty. Option C is counterproductive and harmful to staff morale and student learning. Removing teachers from their roles is an extreme measure that punishes rather than supports. Option D, while aiming for proficiency, can be rigid and stressful. An enforced curriculum with an exam may not cater to diverse learning styles or address individual challenges effectively, potentially creating more resistance than improvement.