  The shortage of high-quality teachers is one of the biggest educational
problems faced by underdeveloped areas. With the development of information and
communication technologies (ICTs), China has begun a remote co-teaching
intervention program using ICTs for rural classes, forming a unique co-teaching
classroom. We conducted semi-structured interviews with nine remote urban
teachers and twelve local rural teachers. We identified the remote co-teaching
classes standard practices and co-teachers collaborative work process. We also
found that remote teachers high-quality class directly impacted local teachers
and students. Furthermore, interestingly, local teachers were also actively
involved in making indirect impacts on their students by deeply coordinating
with remote teachers and adapting the resources offered by the remote teachers.
We conclude by summarizing and discussing the challenges faced by teachers,
lessons learned from the current program, and related design implications to
achieve a more adaptive and sustainable ICT4D program design.
