The affordance of online communication and collaboration technology provides a forum for preservice teachers, practicing teachers, and teacher educators to engage in authentic discourse where multiple perspectives can be shared. This qualitative case study explores the perceptions and experiences of embedded experts in a global learning community that occurred over a 12 year period. The study was designed using the Online Collaborative Learning Framework developed by the authors in 2006. The goal of the study was to provide a nuanced understanding of embedded experts in online discussion that engage in real world issues related to today's diverse and digital classrooms. From the thematic analysis of the data, the following three implications emerged: Purposeful selection of technology; orientation and supports for the experts; and design of an organic environment that fosters the development of community including embedded experts.

在线交流和协作技术的提供为职前教师，在职教师和教师教育者提供了一个可以进行多角度分享的真实话语的论坛。该定性案例研究探讨了全球学习社区中长达12年的嵌入式专家的看法和经验。该研究使用作者在2006年开发的在线协作学习框架进行设计。该研究的目的是为嵌入式专家在网络讨论中提供细微的理解，这些专家参与与当今多样化和数字教室相关的现实世界问题。通过对数据的主题分析，得出以下三个含义：有目的的技术选择；专家的定位和支持；