Some considerations on collaborative learning and the information and communication technologies in higher education

Abstract

The arrival of the Information and Communication Technologies (TICs) has generated remarkable changes, advances and continuous reconsiderations in the field of education and training courses. The theoretical assumptions that support most of the educational practices with these technological tools are based on the neovigotskian movement or the collaborative learning currents (Dillenbourg, 1999; Dillenbourg et. al., 1995; Koschmann, 1994, Pérez- Mateo & Guitert, 2009; Roselli, 2008). Participation and negotiation of meaning between students and teachers are promoted developing computer labs that allow for this exchange and the participative construction of knowledge.