Our experience with this project suggests that it was not the technology but the process of recording and sharing practice which was ineffective. Previous attempts to integrate this practice into teaching and learning had been blamed on cumbersome technologies not on other factors related to the learning culture; designing the process around a “simpler” technology did not fix the problem as lecturers perceived it and did not lead to the intended outcome of the intervention. However, the technology was useful to the student teachers and to staff in unexpected and unpredictable ways. In a sense, the socially constructed uses of the technologies in this case study proved effective whereas the well-intentioned drive to apply technology prescriptively to a problem was less effective.