The “messiness” of the classroom, or the formal educational setting, makes it hard for teachers and teacher-students to navigate. Here, the long tradition of classroom observation has been used as support for reflection by, e.g., teachers and teacher- students. The value of this special form of peer-supported learning and reflection lies in, e.g., understanding the complexities of classroom interactions or teacher evaluation and professional growth. In this article, we will discuss how automated visualisations of classroom activities can be used for in-depth, collegial, and less intrusive observations. The study is based on empirical studies (November 2020–January 2024), including 24 teachers using digital technology for registering, documenting, and visualising (RDV technology), e.g., teachers’ movements or pupils’ eye movements.