Trainees: digital cameras in the
classroom
Background to case-study
This case-study highlights the impact on
trainees’ practice at the London Diocesan
Board for Schools (LDBS) school-centred
initial teacher training (SCITT) which covers
the 3–7 year age group and primary
provision. LDBS received TDA funding for
information and communications technology
(ICT) in initial teacher training (ITT) projects in
2006/07 and 2007/08. The board is a
comparatively small SCITT (c 30 trainees; 10
trainers mostly part-time) with a large
catchment area, drawing trainees from across
Greater London. They described the TDA
funding as ‘crucial’ in enabling them to supply
digital camera equipment.
The use of digital cameras (still and video) in
combination with laptops enabled trainees to
have an impact in classrooms independent of
technology within the school. This case-study
examines ubiquitous technology and its role
in providing both portable and flexible ICT,
enabling LDBS to engage both trainees and
trainers in ICT. In turn, this allowed the SCITT
to lay the foundations of a longer-term
strategy quickly. The case-study also
illustrates the ways new services and
software – collectively known as Web 2.0 –
were used to promote communication and
track student progress.
Impact
This case description looks at the impact
of digital cameras and related peripheral
equipment on trainees, teacher trainers, the
organisation, and the sustainability of the
project in terms of:
• Scope: how do you get a critical mass of
people participating in the programme and
changing practice?
• Depth: how do you position the projects to
impact on the classroom environment and
challenge different contexts, beliefs and
attitudes?
• Transfer of ownership: how do you
encourage participants to take ownership
of the technology and intervention?
View: the video case-study.
Download: the full research report; the
executive summary.
Attitudes towards ICT
There was a transformation in some initially
reluctant trainees’ attitudes towards using ICT
in teaching practice.
In their own words
‘From a personal point of view I actually was
terrified of going in and using [ICT before
beginning the course] but I’m not now. The
embarrassment of actually losing the thing
you were looking for on the web or whatever
in front of the children is actually gone.’
‘[ICT has] made my life easier, just being able
to use different programmes, doing all the
planning on the computer. I mean, I was
computer literate to a degree but I’m so much
more into it now… I was absolutely petrified of
it. Now I’m not.’
 Impacts on trainees’ practice
The use of the digital cameras gave trainees
a broader understanding of what ICT is (ie,
beyond laptops) and how it can be used in the
classroom. The use of ubiquitous technology
was effective in terms of enabling instant
access to technology that worked
independently of school-based systems.
‘[Cameras] are so versatile… I think one of
the issues in relating ICT to teacher training is
that teachers can’t initially see the curriculum
and pedagogical value in it. If you can stand
up and talk to them about making a book [with
digital photographs] instantly, every teacher in
this country can see that that is a good idea.
So that’s a hook.’
The use of cameras presents ICT in a
different light and feeds into the images
versus text dialogue around the use of digital
media. Initially, the creative use of digital
media was exploited, rather than its
information transmission function. Visuals are
instantly accessible and motivating for pupils,
especially young children, which meant that
their adoption by trainees was almost
instantaneous.
‘As a one-year PGCE SCITT, students arrive
with mixed e-confidence but almost always,
unless a former teaching assistant, etc, they
have limited understanding of the pedagogy
related to using ICT in teaching and learning.
I noted that the availability of the equipment to
learn about in their own time and use at will
made a difference with those students who
were determined to be successful.’
‘It can have a fairly quick impact on learning,
on the trainees’ ability to be creative in their
teaching in that they can take photographs
and download them, get them up on screen
for children, and get a sort of ‘awe and
wonder’ response. That is quite powerful and
it breeds confidence.’
‘Our trainees go into school with an
expectation that they will not only need to be
creative thinkers and teachers but also that
they should use ICT in all its forms as an
Page 2 of 6
integral part of that. And it’s a very marketable
skill from their point of view because they
need to be ICT-creative.’
Trainees felt that they were at the ‘cutting
edge’ of ICT practice and used it to develop
cross-curricular approaches to learning. They
used digital photography for a range of
purposes, including assessment and self-
evaluation. They used other tools such as
easy scopes in science. The use of such
gadgets and tools was said to ‘open up
science’ and further extend their
understanding of the potential benefits of
using ICT in the classroom.
The use of ubiquitous technology
demonstrated to trainees how ICT could be
placed at the centre of education:
Having the tools available to them at any time
allowed for ‘play’ and developing ideas and
confidence beyond the lecture room, giving
them the ability to try out ideas in a classroom
that may not have used ICT before. In some
cases the use of cameras by children and
students was innovative and allowed them to
engage in developing 21st century literacies.
Some trainees used them to make their own
individual resources, which led to more
sustained impact and resource sharing.
Imaginative use of ICT engaged trainees –
‘‘It’s just instilled an enthusiasm: you want to
know more” – and engendered curiosity and
interest, which was echoed in their use of
blogs and wikis to communicate with each
other. Mentors and trainers were able to
access these online applications which
trainees also used for uploading or sharing
content and resources, social networking, and
sharing knowledge and ideas among peers.
‘Trainees are having learning dialogues and
they can do that in a whole range of ways
with ICT that they couldn’t do without it.’
‘This year, because they have all got a laptop,
they are sitting there with it open and then
making their notes against [the lesson plan].
During a session for lots of the time they are
actually looking at the wiki… they are
engaging at their level.’
‘We’ve been allowed to play around with the
equipment.’
 Impacts on trainers
Trainers considered that they were both more
competent and better informed about the
potential use of ICT in education through
involvement in the TDA-funded projects.
They concluded that ICT needed to be
integrated into existing pedagogies: ‘You use
[ICT] to enhance but not necessarily to
replace hands-on [engagement].’ They also
felt that ICT had enabled closer monitoring of
student progress and improved overall
communication. Trainers were able to
maintain direct links with students through e-
mail and wiki discussion boards. There was a
real benefit for trainers in being able to track
progress and intervene where necessary:
‘This was a real step forward from previous
years.’ Trainers involved in the project were
able to model ‘good practice’ in ICT through
the use of cameras in early years teaching.
Cameras were introduced as a reflective tool
for trainees and as a means of helping young
children to recall an activity. Through this
process, trainees became aware of the
technology’s potential as a teaching and
learning tool.
‘I think as a staff we’ve come a long way
because we can’t be talking to the trainees…
about cameras and VLEs if the staff aren’t
modelling its use a) as integral to our own
teaching, and b) as a model of how they can
use it.’
‘It’s got to slot in as just one of your range of
approaches – that’s been a very big impact
on staff.’
Impacts on trainees’ interaction with
pupils
Trainees’ increased enthusiasm and
engagement in learning was linked in part
with their greater use of ICT. The use of
cameras gave an instant return for children,
reflecting Prensky’s (2001) association of
‘digital natives’ with ‘images first versus text
first and pay-off versus patience’. A trainee
noted that children loved to use cameras,
which engaged them immediately in learning
through giving them instant feedback:
Page 3 of 6
‘It’s about immediacy… How powerful
photographs are for recall for young children.
Children begin to talk in sentences and use
vocabulary that they haven’t used before –
very young children as well. The students
aren’t expecting that idea pedagogically.’
Cameras also allowed trainees and teachers
an additional and efficient means of
recording children’s work and showing it to
parents: ‘You can actually demonstrate
progression very easily to parents using the
software.’
Impact on the organisation
Adapting pedagogy in order to
accommodate or make best use of
‘new’ technologies
Using ICT increased the organisation’s
versatility and added value through enhancing
both pedagogy and the curriculum. School-
centred initial teacher training (SCITT) was
reinvigorated through the TDA-funded
projects. It refreshed programme delivery
which, according to senior staff, had been
getting stale, making it more interactive,
flexible and responsive to the needs of a
modern curriculum.
‘It’s completely revitalised [us]. It’s revitalised
that strand of our training that was quite dull,
but it’s also revitalised the training overall and
the cohesion because we do so much more
cross-curricularly.’
Changing the culture
The application of ubiquitous ICT to teacher
education led to the creation of a new ethos
and a new approach to learning and teaching
that was more exciting – ‘much more them-
centred’ – and ‘sharpened up delivery’ by
using of range of new gadgets and software
that led to a reappraisal of existing
approaches and methods.
‘It is part of a progression through from [the
programme manager] first grabbing the
money and getting something that would be
really practical… It was a quick win, creating
an atmosphere where ‘we use ICT here’.’
 ‘It’s made us all less chalk and talk. It’s that
dialogue again.’
Using new ICT approaches animated areas
such as science where trainees were often
said to be weak: ‘In many ways making
science as accessible as possible.’
‘We have adopted a hands-on plus approach.
The tools and methodology are very much the
same as before but cross-curricular links are
easier. For example, we linked physical
aspects of science to dance when looking at
forces.’
Coordinating support for learning
The use of wikis and blogs led to more
efficient communication and support. Both
trainers and trainees found it easier to keep
track of their progress and identify and
provide for training needs:
‘We’re researching different aspects of the
curriculum to bring into our teaching, and by
doing that and by putting it onto the wiki or
telling friends about it, we’re actually
spreading the knowledge about good sites.’
‘The wiki is an informal formative assessment
tool.’
How it was done
The ubiquitous nature of the technology used
ensured that it was easy to use straight ‘out of
the box’, allowing trainees and trainers to
concentrate on the pedagogical application of
technology rather than having to work out
how to use the technology itself. The use of
the technology was legitimised by the trainers’
expectation that it would be used centrally as
part of provision.
Page 4 of 6
In their own words
Early immersion
‘From week 1 when we introduce them to the
cameras I send them off to take five pictures
that tell a story. So they have to go into
school straight away taking certainly still
photographs, so the first impact is that they
can actually go into school and do some ICT
from day 1.’
‘It’s not so much the equipment. It’s the
confidence because we throw them in on day
1 and say “Get on with it”.’
Link to assessment and self-evaluation
‘The other thing is straight away it gets them
into the realms of using photographic
evidence for monitoring and assessment,
which is a revelation. But of course in early
years, in the nursery and reception, it is
absolutely key.’
‘It’s a really good way of recording evidence.’
‘It’s also so good for self-evaluation, to watch
yourself.’
Broadening expectations
‘They come in frightened to death of
computers and discover that ICT doesn’t have
to be computers.’
Continuing professional development
‘We did spend some of this grant money on
training – you have to go with where people
are and what they can do.’
Sustainability
• Scope: how do you get a critical mass of
people participating in the programme and
changing practice?
• Depth: how do you position the projects to
impact on the classroom environment and
in different contexts?
• Transfer of ownership: how do you
encourage participants to take ownership
of the technology?
 The small size of this school-centred initial
teacher training (SCITT) provider clearly
benefited the embedding of the technology.
‘I think being smaller it is easier to keep track
of things.’
‘Being a small SCITT with a small number of
tutors – I employ roughly 10 different tutors
but only three of them to teach the majority of
the sessions – it’s much easier to identify at a
very individual level what tutors’ own
professional development needs are and to
provide for them.’
‘That’s the other thing about the cameras –
they don’t need a lot of technical support… It
is a relief also to actually have one thing for
every student because it reduces the
administration.’
Other factors included:
• The driving enthusiasm of the project
leader.
Depth
The ubiquitous nature of the technology that
tapped into pupils’ preferred ways of learning
made it an immediate success in the
classroom and enabled trainees to form new
pedagogies.
The combination of cameras, laptops and
whiteboards supported by Web 2.0
communication tools exploited the utility and
versatility of digital images that could be used
as both a stimulus for pupils and as a
reflective tool for trainees.
Transfer of ownership
The non-specialist nature of the technology
and its centrality to provision allowed trainees
to feel that they owned it from day 1:
‘We all know that the only way to do it is to
play with it. So if you can take this digital
video camera home and video your own
children, you learn to play. What we do is
give them ownership of these things.’
Page 5 of 6
The fact that they were using technology
designed for consumer-level, non-specialist
use made it relatively low maintenance in
terms of technical support.
Communication facilitated through the wiki
meant that practice could be shared and a
community of users developed.
Also important were:
• a willingness to take risks and experiment,
and
• the alignment of the technology with the
core needs of individuals and
organisations.
Thinking/discussion points
What made this particular technology so
readily acceptable to trainees, trainers, pupils
and organisations?
What implications does this have for
embedding information and communications
technology into organisations?
Section 2 of the main report has more
information in this area.
Extract: The social status of a technology
relates to the extent to which it has been
taken up within wider society and its popular
image. This determines the initial acceptability
of a technology and the degree to which
individuals are familiar with it, factors which
were often key in the initiation stages of a
project. Certain technologies vary widely in
their levels of take-up across different
professional and social groups. Different
groups can hold very divergent perspectives
on whether certain technologies are ‘good’ or
‘bad’, useful or not useful innovations. Such
differences in perceived social status are
particularly important to the implementation of
ubiquitous technologies, rather than those
with more specialised educational uses such
as visualisers. For example, the differential
engagement by teachers and pupils with the
video facilities of their mobile phones and the
moral panics that have surrounded the
sharing of ‘happy slapping’ incidents among
pupils indicate how the problematic status of
a particular technology can limit its uptake in
schools. (p14)
Things to read

Digital cameras in education

http://www.nextgenerationlearning.org.uk/en/Technology/Other-learning-technologies/Digital-
cameras/

Using digital media

http://www.jiscdigitalmedia.ac.uk/stillimages/docs/category/finding-and-using-digital-media/

Geo tagging
http://www.bioneural.net/2008/03/05/an-abc-of-geotagging-photos-on-the-mac/

Digital geography
http://www.digitalgeography.co.uk/archives/tag/geotagging/

Digital photography and literacy

http://www.agent4change.net/index.php?option=com_content&view=article&id=125:manga-and-
the-bard&catid=42:bett-2009&Itemid=441

Funky little animation site … literacy development.

www.xtranormal.com

Links

TDA http://www.tda.gov.uk/
TTRB http://www.ttrb.ac.uk/
Becta http://www.becta.org.uk/nextgenerationlearning.php
JISC http://www.jisc.ac.uk/
Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learning-
futures-next-practice-in-learning-and-teaching.html
DCSF
http://search.dcsf.gov.uk/kbroker/dcsf/dcsf/search/search.lsim?qt=ict&sr=0&nh=10&cs=iso-8859-
1&sc=dcsf&ha=1121
Educause http://www.educause.edu/node/720?time=1237309753
Futurelab http://www.futurelab.org.uk/

Training and Development Agency for Schools

151 Buckingham Palace Road
LONDON
SW1W 9SS
www.tda.gov.uk
Publications line 0845 6060 323
TDA switchboard 0870 4960 123
© TDA 2009

Page 6 of 6