The evaluation process indicates a useful and rigorous path in improving pupils' skills and performance, but this path surely involves an intelligent balance between a professional development perspective (situated and contextualized) and a perspective of accountability centered on performance measures and effectiveness. It is, for example, the case of the conscious and assumed involvement in the accomplishment of the tasks.

As group work is a method of work recognized as appropriate in several situations, students are also asked to be able to expose themselves, to respect and listen to others, always favoring self and hetero-evaluation, promoting pedagogical differentiation, dialogue, justice and self-reliance in an ecological climate.

There were also activities with low level of collaboration, in particular activities in pairs with TANGRAM teaching material. The group activities of 2 to 3 children that involved the use of this material is not always a high level of collaboration. Even having schematized the parts needed to fulfill the request and knowing that it was group work, they often opted for individual work while remaining individualism!

The crucial element of active participation is the exchange of experiences through dialogue. The dialogical interaction between individuals and the exchange of ideas promotes the cognitive development of the student, since the knowledge is socially defined and the student depends on the social interaction for construction and validation of the concepts. The resulting reasoning of the collaborative interaction will be enriched by the different perspectives and experiences with that each of the students contributes to the task. Of course, each of the students does not think in the same way and these differences of thought can create new knowledge through reciprocal teaching. This is the main contribution of collaborative learning: the synergistic interaction between individuals who think differently, the experience of this process and the construction of a product that can only be achieved with the contribution of all those involved.

I consider the digital tools an added value for the formative and summative evaluation of the students with whom I work - students with special educational needs. I have used some suggested applications. Students are interested in the tools and teachers should change some of their educational practices for the benefit of students and education.

Social networks have the tools to create the necessary context for collaborative learning because they allow the sharing of content in multiple media. Students' familiarity with social networks may facilitate their use in school learning contexts, as it is not necessary, for most students, the initial learning that occurs on other types of platforms. The greatest power of social networks when used in learning is the immediate identification that students have with the process and the feeling that the construction of knowledge depends on the contribution of each and every one of them and not just the teacher.