You are here:

Collaboration Dynamics

, , Fundacion Evolucion, Argentina

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


In the Web 2.0 era, collaboration plays a crucial role. How can educators take advantage of the potential that the Web 2.0 offers to develop genuine collaboration among students? What type of activities can strengthen collaboration? What kinds of work dynamics promote and sustain collaboration? This article establishes five modes in which collaboration may be presented: joint, sequential, complementary, mosaic and mirrored production. The purpose of the poster session is to help teachers to design their own collaboration activities.


Garzon, M. & Libedinsky, M. (2011). Collaboration Dynamics. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 288-293). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .


View References & Citations Map


  1. Dillenbourg, P. (1999). What do you mean by 'collaborative learning'? In P.D. (Ed) (Ed.), Collaborative-learning: Cognitive and Computational Approaches (pp. 1-19). University of Geneva, Switzerland: Oxford: Elsevier.
  2. Gros, B. (2000). El ordenador invisible. {The invisible computer} Hacia la apropiació n del ordenador en la enseñanza.{Towards the adaptation of the computer to teaching} Barcelona: Gedisa.
  3. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. Pp. 99-108). Chesapeake, VA: Society for
  4. Manso, M., Garzon, M., Rodriguez, C., & Perez, P. (2010). Qualities of Educational Practices That Support Effective Integration of Information and Communication Technologies and Students’ Disciplinary Understanding. Paper presented at the American Educational Research Association Conference (AERA). Denver, CO
  5. Wiske, M.S., Franz, K.R., & Breit, L. (2005). Teaching for Understanding with Technology. San Francisco: Jossey-Bass.
  6. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact