Teacher collaboration across Alaska, an area 2½ times larger than Texas, is no small feat. Thanks to the advent of new technologies, engaging in inquiry cycles is now possible between educators across a broad geographical span and between settings that range from diverse urban classrooms to multigrade classrooms in remote villages, to homogenous Indigenous populations in Alaska Native villages. In the Reading Specialist M.Ed. program at the University of Alaska Southeast and the Language and Literacy graduate certificate program at the University of Alaska Anchorage, inservice teachers use video to study and refine their teaching practice through cycles of collaborative inquiry. These cycles consider teachers’ unique contexts, communities, and student populations. By engaging in inquiry, teachers can take ownership of their learning by selecting specific