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 relate to one another across on/off-screen sites and for new ways of conceptualising their interactions. Using a four-part story based on an illustrative episode from a longitudinal classroom-based study, the article explores how a focus on what Schatzki terms a "practice meshwork" can highlight how relationships are shaped by and shape diverse practices. In particular it explores how embodied relations with things in classrooms mediate ways of "being together" around classroom/virtual environments. It suggests that different timespaces are consequently evoked as children play together on and around screens in class. Drawing on these ideas, the article advances five propositions about "being together" that arise from seeing relationships as entangled with multiple practices. It ends by arguing that, in planning for and researching collaboration, it is important to acknowledge how these five dimensions interface.