Ines Celin, OŠ Antona Žnideršiča Ilirska Bistrica

The purpose of this article is to present through a case study the possibilities of using photographs and video recordings of classes in order to encourage the mutual learning of both pupil and teacher. By introducing photography and video recording as ways of monitoring the pupil’s progress I learned the value of technology as a means which provides insight to both pupils and teachers. During the learning progress, it is difficult for teachers to focus their attention to everything that is happening and they are often oblivious of their communication and reactions to pupil’s behaviours. It is necessary to first establish a good and trusting relationship with the pupil in order to achieve positive effects. It is essential to use technology in a positive way, to only analyse positive attempts at first and focus on what the pupil did well. Using this approach, we can observe quick progress in the child’s motivation (they try harder, they themselves propose recording). On the other hand, the recordings led me to valuable discoveries about my work and helped me make progress with students by changing my approach. For me, this experience was a test of maturity (to accept myself and my weaknesses) and it also made me aware of the meaning of ethical handling of material, which can either strengthen or, if used wrongly, aggravate the relationship between the teacher, pupils and parents.