This document discusses the development of two professional learning networks (PLNs) for teachers in different school boards based on a conceptual framework of communities of practice. It describes the key features and processes used to build each PLN. Interviews with school board consultants revealed differences in their approaches, with one emphasizing pedagogy before technology and facilitating teacher collaboration, while the other focused on building teacher comfort with technology through hands-on sessions. Both networks produced resource materials but took different forms. The conclusion discusses factors important for developing effective PLNs, such as addressing technology issues, fostering teacher leadership and ownership, ensuring sustainability, and facilitating voluntary teacher interaction around shared goals.