Rural communities around the United States are facing a critical shortage of teachers due largely to challenges with recruitment and retention. Our vision for responding to this growing crisis is to consider how technology-rich early rural field experiences that emphasize "place-attentive" technology integration can build preservice teachers' interest in and commitment to teaching in rural spaces. More specifically, we propose that teacher educators consider how to provide preservice teachers opportunities for embedded rural field experiences where they build digital videos that document the assets of a community while reflecting on their preconceptions and misconceptions about a career as an educator in a rural community. This process of mapping a community's assets has preservice teachers complete a digital "Rural Community Walk" (RCW) video in which they identify, document, and reflect upon their experiences exploring rurality and teaching. If implemented with fidelity, these rural early field experiences that focus on place-attentive technology integration and the development of the digital RCWs could serve as mechanisms in teacher education that build the pathways needed to increase teacher recruitment and retention in rural communities.