This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006-2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are analysed based on the constructed meanings in the area of practice, innovation strategies used and the degree of collaboration reached in the research. Finally, conclusions are made regarding the essential need to prioritize the research and professional development of teachers in the innovative use of technology. It proved necessary to promote collaboration in action research in order to rethink and negotiate the use of technology in a social learning environment.