This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

中文翻译：

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在跨文化环境的个人学习环境中使用移动技术：个人和小组任务

本文介绍了小学五年级学生单独和分组使用的个人学习环境（PLE）的分析结果。主要目标是确定学生的PLE中使用移动技术是否会鼓励他们在跨文化社区中的学校融合和学习。为此，对学生对临时访谈的回答进行了内容分析，内容效度指数为0.89。学生使用单个任务中的41个概念图和小组任务中的5个概念图来表示答案，并使用最新版本的Nvivo软件对其进行了分析。结果表明，学生的回答分为三个维度：阅读，构成/反思和关系。在主要结论中，得出的结论是，在两种任务中，