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

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

Ana Iglesias Rodríguez, María Cruz Sánchez Gómez, Concepción Pedrero Muñoz
Copyright: © 2014 |Volume: 16 |Issue: 3 |Pages: 18
ISSN: 1548-7717|EISSN: 1548-7725|EISBN13: 9781466657540|DOI: 10.4018/jcit.2014070104
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MLA

Rodríguez, Ana Iglesias, et al. "Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level." JCIT vol.16, no.3 2014: pp.33-50. http://doi.org/10.4018/jcit.2014070104

APA

Rodríguez, A. I., Gómez, M. C., & Muñoz, C. P. (2014). Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level. Journal of Cases on Information Technology (JCIT), 16(3), 33-50. http://doi.org/10.4018/jcit.2014070104

Chicago

Rodríguez, Ana Iglesias, María Cruz Sánchez Gómez, and Concepción Pedrero Muñoz. "Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level," Journal of Cases on Information Technology (JCIT) 16, no.3: 33-50. http://doi.org/10.4018/jcit.2014070104

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Abstract

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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