Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom

Abstract

This paper analyses the interactions between pupils and between pupils and their teacher, and the teacher's strategies in an inclusive classroom while pupils enrolled at a primary school work collaboratively on laptops. Video observation data collected from 21 s-grade pupils, one teacher, and her assistant, along with qualitative questionnaire data collected from the teacher, were examined using inductive content analysis. The findings divide interactions into four categories—non-verbal, verbal, emotional, and kinaesthetic—and indicate that their interactions are triggered by the social intimacy, teaching strategies, feedback, and classroom facilities. The results are useful for teachers and teacher education programmes.