‘You should collaborate, children’:A study of teachers’ design and facilitation of children’s collaboration around touchscreens

Touchscreens are being integrated into classrooms to support collaborative learning, yet little empirical evidence has been presented regarding how children collaborate using touchscreens in classrooms. In particular, minimal research has been directed towards how teachers can design for and guide children’s touchscreen-based collaboration. Concurrently, PISA and other international organisations have highlighted collaboration and ICT skills as crucial competencies for mastery in the 21st century. Accordingly, this paper presents three narrative cases from a touchscreen project in Denmark, where 41 2nd-grade children and three teachers from two classrooms participated. The cases are based on ethnographic field data and 150 hours of video footage of natural occurring interaction in classroom settings. The ethnographic field data and video footage are examined using a collaboration model and embodied interaction analysis. Each case presents features of the subtle processes of children’s collaboration around touchscreens and teachers’ role in designing and guiding such collaboration. Thus, this article illustrates teachers and children’s situated processes of integrating touchscreens for collaborative activities in their classrooms