Being together in classrooms at the interface of the physical and virtual: implications for collaboration in on/off-screen sites

This article contributes to thinking about collaboration in classroom/virtual environments by considering how children (aged 10–11) engage in the process of ‘being together’ at the interface of the physical and virtual. It argues that, if educators are to develop effective pedagogies that capitalise on opportunities for collaborative and participatory learning, there is a need for nuanced accounts of the ways that children and young people...