Insight Through Images: Practitioner Perspectives in Visual Classroom Research

Dr. Lalit Kishore, an educator and researcher based in Jaipur, considers visual research and visually disruptive teaching interventions for inclusive education to be integral to the action research framework. The classroom-based visual research methods and techniques represent emerging research methodologies, particularly as smartphones, digital cameras, interactive boards, and laptops become increasingly accessible. Visual content has thus become a vital element of education and daily communication, especially through social media and various web-based platforms, emphasizing the importance of visuals in online teaching and hybrid communication modes.

With the internet, artificial intelligence, and social media readily available in homes and schools, visual data can be easily collected in digital formats, including pictures, photographs, collages, screenshots, short videos, GIFs, memes, animated emojis, looping media, infographics, and many other mixed forms, both online and offline. Nevertheless, despite in visual research tools in hands of most teachers, text-based communication and action research remain more favored among classroom instructors in both school and higher education settings.

According to the NCERT, action research allows educators to systematically tackle specific issues within the classroom. This framework requires teachers to identify a localized problem, formulate an action hypothesis, implement pedagogical interventions, evaluate the collected data, and reflect on the outcomes to improve school practices. The cyclical steps involved include clearly defining the problem with actionable objectives, designing an intervention that specifies detailed steps, a timeline, and the target group of students involved. After implementing the intervention, data collection should take place. Essentially, action research functions as a process for both problem-solving and verification. However, research indicates that this process is most effective when conducted through cooperation and collaboration.

Kishore perceives action research as a design framework for classroom pedagogy, STEM integration, and teacher-led initiatives. He regards action research not merely as an abstract academic exercise, but as a dynamic and reflective instrument for educators. By employing specific frameworks, he connects classroom practices with problem-solving, consistently identifying internal pedagogical challenges, gathering local data, and testing immediate interventions. He has outlined the ABCs of action research to simplify complex institutional research methodologies into accessible and comprehensible steps for school teachers.

In Summary

Kishore (2026) examines the ways in which educators can incorporate visual methodologies such as photography, video, and infographics into classroom action research to boost engagement and inclusivity. Recognizing the prevalence of text-based communication, he urges teachers to leverage accessible digital tools to document student experiences and address the limitations of traditional research methods through visual research. By weaving visual research and visually disruptive teaching strategies into the larger action research framework, a transition towards inclusive education can be facilitated. As visual research gains traction in the digital age, classroom-based visual research techniques are quickly becoming essential blended methodologies.

Reference

Kishore, L. (2026, June 13). Insight Through Images: Practitioner Perspectives in Visual Classroom Research, lalit culp, https://lalitculp.wixsite.com/website/post/insight-through-images-practitioner-perspectives-in-visual-classroom-research