There are increasing calls to improve the quality of Teacher Education by creating closer links between universities and schools that will address the theory practice divide. In response, the School of Education at RMIT University, Melbourne, Victoria redesigned its first year program, core courses and practicum to align with the conceptualisation of Third Space. This article draws upon data from a larger research project; however, the focus of this paper is to examine how educational technologies assisted in the development of a Third Space practicum. A post-evaluation survey was completed by pre-service teachers who participated in the redesigned course and practicum. This paper will argue that educational technology played an important role in the Third Space practicum as it fostered collaboration, shared knowledge among stakeholders and created expanded learning opportunities. It also highlighted the importance of relationships in the Third Space experience.
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