The present study explored preservice teachers’ lived experiences in teaching emergent literacy and
numeracy in an online radio program of a Philippine elementary public school to fill a lacuna in
online practicum experiences. Utilizing phenomenology as a methodological framework, preservice
teachers’ firsthand experiences as online radio teachers were explored to acquire a better grasp of
what they went through in developing their learners’ emergent literacy and numeracy skills. The
finding of this study revealed three themes that underscored three stages of their practicum
experiences: (1) Tuning In, (2) From AM to FM, and (3) Don’t Switch the Channel. The essence of
their lived experiences offered insights that they are extra milers suggesting that their online
practicum journey is a fulfilling yet challenging accountability for personal, professional, and
institutional growth. The study offers policy recommendations for strengthening technology
integration in teacher education programs and institutionalization of teacher educators’ technopedagogical
knowledge and skills, redounding to knowledge and skills development of preservice
teachers
