This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement as a way to blur the boundaries between a university methods course and teacher candidates' field placements. After describing his goals for the course, the teacher educator provides a description of three LessonSketch experiences his teacher candidates complete in this virtual field placement site and how these experiences create opportunities for teacher candidates to learn to teach mathematics. The design process and choices of these virtual field placement experiences are explored via interviews with the first author. Reflecting on these LessonSketch experiences, all of the authors then explore affordances of virtual and hybrid placements as resources for supplementing real placements and bridging theory/practice divides in teacher education.
Joel Amidon, Daniel Chazan, Dana Grosser-Clarkson and Elizabeth Fleming
Stephanie Casey and Joel Amidon
, J. ( 2018 ). On-ramps to professional practice: Selecting and implementing digital technologies for virtual field experiences . Contemporary Issues in Technology and Teacher Education , 18 ( 4 ), 670 – 691 . Retrieved from https