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The collaboration of diverse educational agents mainly promotes learning from such cooperative initiatives, while it aims at making every participant learn with and from each other in reflective, critical and autonomous ways, conducive to an improvement of the shared construction of knowledge. In this context, ICT constitutes a most 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 a swift communication between its users.Within this framework, this article seeks to describe and analyze technologically mediated collaborative work experiences in Level 5 accredited primary schools of Castile and Leon. Qualitative methods were used to that end, which allowed us to identify the teachers' perceptions of the use of ICT in the preparation and delivery of their subject matters. 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. |
