| Sumario: | Teacher education programs rely heavily on the involvement of educational settings to enrich the learning of preservice teachers. Models of practice are diverse across tertiary institutions laying the foundations for cultural and structural interpretations of what counts for good teaching practice. This paper highlights one preservice teacher education program that is currently offered at Victoria University, Melbourne Australia. What distinguishes this model of practice, as opposed to others, is that it seeks to support and underpin learner responsive practices through the use of digital pedagogies. Technologically rich learning environments are shown to provide teachers, school students, pre-service teachers and university colleagues with resources that allow them to access new learning paradigms. A case study documents the experiences of preservice teachers in engaging with themes such as: literacy and information communication technologies, the social role of technology, access to digital resources and bridging the digital divide. The case highlights opportunities provided by such projects for preservice teachers to construct an enquiry- based approach to the practicum experience.
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