Having a recording and a transcript meant that new ways of thinking about how the analysis developed out of the data and how the analysis was supported by the data became possible.
Second, it allowed different kinds of analysis that could only be undertaken if accurate records of the speech were kept.
For example, in the case of video, people are now used to being recorded whether as part of a "holiday video" or as part of the now widespread CCTV (Closed Circuit Television) security systems.
They are often familiar with making their own video recordings and with "reading" the wide variety of video material they are presented with.
As KANSTRUP puts it, "the teachers went beyond rather than into the photographs".
Consequently, she used printed versions of the photos as the basis of a group discussion amongst the researchers.
Whilst this prompted some creative thinking about teachers' front and back stage activities, it raised the important question of whether the researchers' interpretation of the photos was the same as teachers' actual experience.
In fact, as KANSTRUP concludes, the photos were better as ways of raising questions than answering them.
They focused on power-related and support-related behaviour as well as verbal and nonverbal patterns in the behaviour.
There is a long history of their use in many areas of social and psychological research and especially in anthropology.
Recent changes in this technology have taken several forms. This means that the technology is more available to researchers, but also that the people being researched are more used to being recorded by the technology and even familiar with using it themselves.
The parallel growth of the Internet also makes available new ways of collecting qualitative data and new settings in which to collect it.
However, such developments raise issues about the way researchers collect, process and publish data and how they produce high quality analyses.