Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level

Ana Iglesias Rodríguez (University of Salamanca, Salamanca, Spain), María Cruz Sánchez Gómez (University of Salamanca, Salamanca, Spain), and Concepción Pedrero Muñoz (University of Salamanca, Salamanca, Spain)
Copyright: © 2014 |Pages: 50
EISBN13: 9781466674288|DOI: 10.4018/jcit.2014070104
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ICT constitutes a suitable tool for the generation of joint communicative spaces where manifold variables may converge and a wide range of methodologies and strategies can be activated, thus fostering richer levels of interaction and swift communication between its users. This case describes and analyses the collaborative work experiences with ICT that are being implemented in the third cycle of Primary Education in schools located in north-western Spain (Region of Castile and León). The results evince that teachers hold a positive view once they have used such technology-based approaches, although they demand a better provision of infrastructures and more institutional support, including specific aids for life-long learning schemes. Conclusions of this study have been drawn both to help and to offer some guidance to teachers engaged in innovative, collaborative, and technologically-assisted curricular processes within 2.0 school settings.
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