Abstract: Historically, face-to-face and online learning modalities were distinct, requiring teacher educators to use pedagogical approaches uniquely aligned to these modalities. However, as high-speed Internet and technological innovations such as videoconferencing became more readily available, these modalities have blurred. When the COVID-19 pandemic hit, teacher educators were forced to mix and match technologies across learning environments. What the COVID-19 pandemic primarily achieved is to create impetus and urgency on a global scale for teacher educators to continually mix and match these modes to meet changing circumstances, thereby permanently erasing the lines. Post-COVID learning environments are more likely to be digitally infused at varying levels, with the use of technology defined more by the activity, lesson, or student need at the moment rather than the setting in which the learning takes place. Consequently, teacher educators will need to implement four pillars of academic and emotional supports to teach in a digitally infused learning environment: (1) Technology, innovation, and instructional design, (2) Flexibility and adaptability, (3) Building relationships, and (4) Pedagogy of Care.