Abstract

This article presents an experimental study of the inclusion of technology in a higher education teaching context that aims at transforming the educational process by making it both more effective and more attractive to students. Portable Pocket PC devices are used to set up and run collaborative work activities in the classroom under the technologically assisted supervision of the professor. The results lead to various findings regarding the technology inclusion process, such as the importance of the underlying educational model and the instruments that provide the technology, and allow us to draw certain conclusions relating to the educational process, in particular that the continued use of ICTs leads to improvements in student performance. © 2008 Wiley Periodicals, Inc.