In 2008, twenty four preservice teachers were enrolled in a 13 week science method course in the third year of a four year Bachelor of Education degree at a university in Australia. The elective course was ‘school-based’ meaning that a key component of the subject was spent in schools such that for five weeks the preservice teachers went into classrooms instead of coming to university. The course was designed in three parts: (i) Planning: in weeks 1-5 the preservice teachers were placed in pairs and allocated to contact a teacher in one of two schools. A range of classes were selected so the preservice teachers were allocated to classes from Kindergarten to grade 6 in a primary school. The preservice teachers telephoned their teacher at the beginning of the subject to request a topic to cover 5 science lessons that were suitable to teach the class. The preservice teachers then spent five weeks planning the lessons; (ii) Implementing: in weeks 5-10, the preservice teachers went to the elementary school and taught a lesson each week for 5 weeks; (iii) Reflecting and Evaluating: in the final three weeks of the course the preservice teachers reflected upon the implementation of their teaching and gave presentations to the other students to share their experiences. One of the key aspects of their implementation was to teach a science lesson using the slowmation approach and to use the camera in the mobile phones to take the photos. In most cases this was the fifth lesson so that the children created a slowmation to represent their understanding of a science concept as an assessment task. In the final three weeks of the subject the preservice teachers gave a presentation to their peers on the strengths and weaknesses of implementing their lessons including the value of using mobile phones for taking photos for their slowmations. After the presentation, several preservice teachers were interviewed about the value of using the mobile phone cameras for taking photos for animation and their slowmations were copied as evidence of the school children’s representations of science concepts.