Virtual worlds can offer opportunities to further extend the experience, skills and understanding of professionals, in this case pre-service teachers. Based on the empirical evidence provided by professional, pre-service teachers, this paper describes the social and emotional aspects of being and learning in a virtual world and the implications for e-safety of the immersive experience. The management challenge is to ensure both the policy and practice of virtual world teaching provide an effective and safe environment for learning. The paper shows that the Byron Report grid provides a comprehensive structure on which the planning can be based and the challenges communicated.
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