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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]

This paper presents the results of a study conducted in the University of Salamanca, on the behavioral intention of using mobile devices within the future teaching practice of pre-service primary education teachers. To this end we elaborated a technology adoption model based on the Technology Acceptance Model (TAM), to which we incorporated the constructs of self-efficacy and mobile anxiety. The study consisted of 678 participants from the Primary Education Teacher Bachelor's Degree at said university. The model was examined with the PLS-SEM technique. The analysis supported all the relational hypotheses proposed, and suggested that the stronger relationships were those established between perceived usefulness and behavioral intention, perceived ease of use and perceived usefulness, and self-efficacy and perceived ease of use. The multi-group analysis barely yielded any significant differences at a structural level controlling for gender and course year. However, we did find some significant differences between mean scores at an indicator level. The PLS-POS analysis of unobserved heterogeneity identified two groups with significant differences in their path coefficients. [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]