Cybercells for Virtual Teaching and Learning that at present has few guidelines. The implementa- tion of e-teaching within increasingly open classroom environments requires the integration of traditional (face-to-face) and virtual instruction. Finally, university faculties of education have tradi- tionally prepared teachers for what have been, in effect, closed, autonomous classrooms in physical schools. It is now necessary to consider the implications of networked, virtual environments that complement tra- ditional schools. Collaborative approaches to teaching, including learning circles and cybercells, complement the advent of networked virtual environments. student achievement of using laptops in the classroom. Educational Technology Research and Development, 51(3), 23-44. Mathiasen, H. (2004). Expectations of technology: When the intensive application of IT in teaching be- comes a possibility. Journal of Research on Technology in Education, 36(3), 273-294. Parsons, T. (2004). The school class as a social system. In J. H. Ballantine, & J. Z. Spade (Eds.), Schools and society: A sociological approach to education. Toronto: Thomson-Wadsworth Press. Stevens, K. J. (2001). The development of digital intranets for the enhancement of education in rural communities. Journal of Interactive Instruction De- velopment, 13(3), 19-24. Stevens, K. J. (2003). E-Learning and the development of open classes for rural students in Atlantic Canada. In J. Bradley (Ed.), The open classroom: Distance learning in and out of schools (pp. 149-157). London and Sterling, VA: Kogan Page. Stevens, K. J. (2005b). The integration of virtual and actual classes in sparsely populated regions. In Kins- huk, D. G. Sampson, & P. Isaias (Eds.), Cognition and exploratory learning in the digital age (pp. 517-520). IADIS Press. Stevens, K. J., & Stewart, D. (2005a). Cybercells: Learning in actual and virtual groups. Melbourne: Thomson-Dunmore Press. Stewart, D. (2000). Tomorrow's principals today. Palmerston North: Kanuka Grove Press. C REFERENCES Bourdieu, P., & Passeron, J.-C. (1977). Reproduction in education, society and culture. London: Sage Pub- lications Inc. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America: Educational reform and the contradictions of economic life. London: Routledge and Kegan Paul. Cavanaugh, C. (2001). The effectiveness of interactive distance education technologies in K-12 learning: A meta-analysis. International Journal of Educational Telecommunications, 7(1), 73-88. Collis, B. (1996). Telelearning in a digital world: The future of distance learning. London and Boston: Thompson Computer Press. Ertl, H., & Plante, J. (2004). Connectivity and learn- ing in Canada's schools. Ottawa: Statistics Canada, Government of Canada. Government of Newfoundland and Labrador. (2000). Supporting learning: Report on the Ministerial Panel on educational delivery in the classroom. St. John's, NL: Department of Education. Hawkes, M., & Halverson, P. (2002). Technology facili- tation in the rural school: An analysis of options. Journal of Research in Rural Education, 17(3), 162-170. Information Highway Advisory Council. (1997). Pre- paring Canada for a digital world. Ottawa: Industry Canada. Lowther, D., Ross, S., & Morrison, G. (2003). When each has one: The influences on teaching strategies and KEy TERMS Actual Learning Spaces: Spaces in which face- to-face instruction is provided in physical educational environments such as traditional schools. Advanced Placement (AP): High school courses administered from Baltimore, Maryland that are of post- high school curriculum standard. Many North American universities provide credit towards first-year courses depending on the standard of pass obtained. Asynchronous: In delayed time (e.g., learning from a Web site at a time that is personally convenient).