The integration of educational theory and teaching practice based on networked rural schools


  • Ken Stevens Victoria University, Wellington



In the Canadian province of Newfoundland and Labrador, rural schools are increasingly organised within digital environments, facilitating synergy between in-service and pre-service teachers. The integration of educational theory and teaching practice that is integral to the preparation of teachers for initial positions in rural schools is also facilitated by the digital environment in that face to face university classes can be extended to include virtual visitors who are practising teachers in the province’s schools. At the end of their teacher preparation program most pre-service teachers thought access to practising teachers in this way was of value to them as it enhanced their understanding of educational theories as they apply to the classroom. This paper reports on the use of technology to allow interactions between rural and preservice teachers and to bridge the gap between educational theory and practices as they relate to rural and regional settings.

Author Biography

Ken Stevens, Victoria University, Wellington

Ken Stevens is a New Zealander who is currently a Professor of Education at Memorial University of Newfoundland where he was appointed to a chair in e-learning, funded by Industry Canada. His previous appointments were at James Cook University in Queensland and at Victoria University of Wellington in New Zealand. In Australia, New Zealand and Canada he has specialized in the provision of education in rural communities and the application of information technologies for teaching and learning in and between schools in sparsely-populated areas. He is cross-appointed from his Canadian position as Adjunct Professor of Education at Victoria University of Wellington. He lives in Canada and New Zealand and is a frequent visitor to Australia.


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How to Cite

Stevens, K. (2017). The integration of educational theory and teaching practice based on networked rural schools. Australian and International Journal of Rural Education, 27(1), 3–13.