Collaborative learning and mobile devices: An educational experience in Primary Education |
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| Affiliation: | 1. School of Education and Tourism, University of Salamanca, Spain, Madrigal de las Altas Torres, 3, 05003 Ávila, Spain;2. Faculty of Education, University of Salamanca, Spain, Paseo de Canalejas, 169, 37008 Salamanca, Spain;1. Roma TRE University, Engineering Department, AI-Lab, Via della Vasca Navale, 79, 00146 Rome, Italy;2. Sapienza University of Rome, Department of Computer, Control, and Management Engineering, Via Ariosto, 25, 00185 Rome, Italy;1. Research Center for Science and Technology for Learning, National Central University, Taiwan;2. Advanced Communication Laboratory, National Central University, Taiwan;3. Department of Computer Science and Information Engineering, National Central University, Taiwan;1. Graduate Institute of Library, Information and Archival Studies, National Chengchi University, No. 64, Section 2, ZhiNan Road, Wenshan District, Taipei City, 116, Taiwan, ROC;2. E-learning Master Program of Library and Information Studies, National Chengchi University, No. 64, Section 2, ZhiNan Road, Wenshan District, Taipei City, 116, Taiwan, ROC |
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| Abstract: | In this paper we review the relevance of the models of Collaborative Learning (CL) in Primary Education, also exploring the integration of Information and Communication Technology (ICT) in these processes. Through the case study method, the main objective of this article is to describe the design, implementation and evaluation of a collaborative experience with ICT involving students in the 5th year of Primary Education in a Spanish school. Information has been collected from all those involved: teachers, tutors, teacher ICT support and students from two classes participating in the investigation. The results confirm the fact that ICT provide tools and channels that have multiplied the possibilities to carry out collaborative projects, providing quality assurance to share and communicate. The experience presented provides evidence to confirm this, and at the same time, confronts the dominant methodology based more on individual learning where the teacher continues to exercise the role of sole transmitter of knowledge. |
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| Keywords: | Case study Collaborative learning Qualitative methodology Quantitative methodology Information and communications technology Computers and education |
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