Innovative uses of visual technologies in initial teacher education: Changing Policy to Support Practice during covid-19

Megan Adams, Timothy Brooks, Angela Fitzgerald, Sindu George, Rebecca Cooper

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.

Original languageEnglish
Pages (from-to)1-23
Number of pages23
JournalVideo Journal of Education and Pedagogy
Issue number1
Publication statusPublished - 2021


  • Covid-19
  • Initial Teacher Education
  • Innovation
  • Pandemic
  • Preservice teachers
  • Professional placement
  • Visual technologies
  • Visual technologies against social isolation

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