ABSTRACT
This chapter argues that the work in introducing virtual worlds to ITE faculty and students has resulted in a significant number of people becoming aware of the potential of the innovative technology to influence their practice. ITE faculty need to be supported by their university as well as being intrinsically motivated about the use of virtual worlds. The introduction of virtual worlds in university programmes needs to be aligned with ITE faculty training, information technology services and a reconceptualization of the pedagogy and learning design. The success that student had with her creation of virtual world environments was a critical factor in motivating the ITE faculty to include virtual worlds in their units, as it demonstrated the real potential for virtual worlds in K-12 education. Developing models of pedagogy that do not necessarily mirror the models that ITE students observe when in a K-12 classroom can be challenging and confronting for ITE faculty.
