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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.

Innovative Uses of Visual Technologies in Initial Teacher Education: Changing Policy to Support Practice during covid-19