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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. [ABSTRACT FROM AUTHOR]

In recent decades, so-called mobile learning or m-learning has become a new paradigm in education as a consequence of technological advances and the widespread use of mobile devices to access information and for communication. In this context, this paper analyzes different profiles depending on students’ preferences for taking mobile devices (specifically tablets and/or laptops) to economics classes at the University of Seville (Spain). A survey-based field study of a sample of 412 students and the application of bivariate probit models show a low level of mobile device integration in teaching (devices taken to class by only 29.8% of respondents) with a slight predominance of laptops. The results also show differences between users of the two types of devices. Students who take their laptops to class usually live at home with their family, have already used them in pre-university levels, and are concerned about recharging their devices in class. However, although users who take their tablets to class also live with their parents, they are much more active on social network sites and more concerned about the quality of the internet connection. These findings enable the design of strategies to encourage students to attend class with their own mobile devices. [ABSTRACT FROM AUTHOR]

The objected of this paper is twofold: on the one side to analyze the role of cooperative learning and information and communication technologies (ICT) use as drivers of new service innovation success. On the other, identify if the nature of the performance indicator used influences on the high and significance of the dependence relationships. For that we analyze a sample of 287 Spanish SME, which in the last two years have developed new service. Also, it is consider that the new service innovation results can be measured in objective terms – abiding by financial measurements – as well as on the basis of the entrepreneur’s perception. The results evidence the direct influence of co-learning, as well as the direct, moderating role of the ICT use in obtaining the maximum level of objective and perceived results. Relevant differences can be observed, depending not only the performance indicator used (objective versus subjective) but also on the contribution of each of the variables to obtaining the maximum result and, therefore, their success. The study provides evidence that enable us to offer certain strategic recommendations of interest for the management of small and medium sized companies (SME). This research provides evidence for the necessity of considering explicit measures of results based on subjective indicators such as the entrepreneur’s perception. [ABSTRACT FROM AUTHOR]