This paper describes the development of two "virtual practica" for
pre-service teachers over a 24 month period. The practica involved
connecting pre-service teachers at Massey University, New Zealand
with students drawn from the Sinkutview Elementary School and the
Nechako Electronic Busing Program. This Program is a recognised
distance education alternative for school-age students in the
province of British Columbia, Canada.

It provides an online learning alternative for up to 800 students
residing in all districts of the province. The main findings for each
phase of the project are summarised under the headings of (a)
technical, (b) organisational, (c) communication and (d) pedagogical
factors. Drawing on these factors, the myths and realities of
learning and teaching via the internet are discussed. The type of
prerequisite skills for online teaching is considered and these
experiences are claimed to have enormous potential as a vehicle for
accomplishing a series of diverse aims within any university-based
teacher education program. The experience provides a meaningful
reason for learning to use the internet, while at the same time
offering an insight into alternative classroom settings.

This in turn, encourages apprentice teachers to think critically
about their role in the classroom. It also helps them to explore the
interface between new educational technologies and contemporary
learning theory. Furthermore, the online connection of novice
teachers with successful classroom practitioners is a mutually
beneficial experience. Virtual practica offer both beginning and
experienced teachers a unique opportunity to prepare for the
challenges of learning in the communication age.