Sensors and sensor technology have been applied in various fields such as the medical and agricultural industries. However, in the field of education, there is a scarcity of research on the use of sensor technology to analyze the teacher–student interaction process, a key factor affecting classroom efficiency. In particular, research focusing on IT classes is even scarcer. In this study, we investigate the overall status and characteristics of teacher–student interaction in the IT class using ministerial-level excellence courses. By a qualitative method, we adopt the Information-technology-based Interaction Analysis System (ITIAS) to encode the interaction behavior and use lag sequential analysis (LSA) to understand the conversion modes of interaction behavior. In addition, we analyze the participation elements, expressions, and transitions of interaction behavior. We found a trend of three-subject interaction among teachers, students, and technology. However, there exist some problems, such as technology being in the subordinate position of interaction, the lack of deep interaction between teachers and students with technology, and teachers dominating the conversion of interaction. Accordingly, we propose countermeasures for teachers and provide new ideas for the application of sensors on the interaction in the learning environment as well.