Abstract

This paper considers some of the final outcomes of the UK division of the NIMIS project (Networked Interactive Media in Schools), This was an international EU funded project which involved creating a classroom of the future in three European primary schools. This paper concentrates on the outcomes of the UK section of the project in a year one classroom in a primary school near Leeds. The project set out to enhance interaction in the classroom through careful design of the system and careful selection of the hardware. This paper looks in some detail at the evidence from the findings about the interactions that occurred in the classroom and the differing power relationships involved, both between teachers and children and between the children themselves. It also looks at evidence of the levels of engagement in the classroom and the emotional response of the children to lessons using the computers. It concludes that ICT that is carefully planned and designed and integrated into good classroom practice can support both relationships and motivation leading to long-lasting engagement and learning.