There continues to be a gulf between what have been identified from the literature as the potential benefits of using of computer-aided practical work and the difficulties of realising them as reported by practicing teachers, even from those who are committed to the use of ICT. This is especially the case for the more innovative uses of data logging, for example, focusing on a more detailed exploration of the relationships between variables. This pilot study was an attempt to explore the potential of new initiatives in the use of data logging in the context of whole class teaching, whilst at the same time trying to identify ways of supporting practicing teachers to put these ideas into practice. Therefore an integral part of this study was the exploration of a methodology based on a collaborative partnership between a researcher and a classroom teacher to assist in this process. The study involved the production of new materials to support the teaching of electricity for a group of able Year 10 pupils (aged 15 to 16 years). Data were gathered using a video camera during the lessons and from the written materials produced by the pupils; this was supplemented by data from pupil questionnaires. The lessons were led by either the class teacher or the researcher, so that throughout the study they adopted interchangeable roles. The analysis of the discussions between the pupils and the teacher were significant in exploring this approach. There are indications that there is the potential for considerable benefits from such innovative approaches to the use of data logging, with the need for further development of materials and teaching methods being identified.