The affordances of digital technologies, like mobiles, offer opportunities for collaborative learning environments. Their affordances, and especially that of interactivity, also give the chance for the development of creativity. Mercier points out the benefts of collaborative learning and emphasizes the affective aspects of co-learners. The author, following theoretical foundations and experimental research, supports that psychophysiological data may contribute to modeling cognitive and affective learning interactions of co-learners in a collaborative setting. Mercier also proposes that neuroscience methodologies could carry forward collaborative learning. Daskolia, Kynigos, and Kolovou address creativity within the collaborative design of digital education resources. Their study focuses on the design of digital books for environmental and mathematics education. The authors emphasize the contribution of social aspects of creativity into a collaborative design and present supporting empirical data. Nikolopoulou proposes the use of ICT tools for the development of creativity in a school setting. She grounds her proposal on a theoretical background and supports it by a small-scale empirical study with Greek high school students. ICTs are known to contribute to the development of creative educational activities. Thus, the dynamic and interactive character of their affordances seems to ft with the basic features of creativity. ICTs are often used in higher education mainly for content delivery. In recent years, ICTs contribute as learning tools. Maia, Borges, Reis, Martins, and Barroso discuss the integration of ICTs in higher education and present the needs and expectations of professors at a Portuguese university in a pilot study. The authors’ fndings show that although the university professors are strongly interested in using ICTs in their teaching, their adoption is lower than is desirable. Beyond the teaching needs, ICTs may also contribute to the evaluation process in a higher education institution, as the above authors present. Reis, Paredes, Borges, Rodrigues, and Barroso propose a software tool to support performance evaluation, a standard process in tertiary European education. A pilot empirical study on the use of the proposed tool shows promising data for the contribution of ICTs in the evaluation process. Researchers in the feld of ICTs in education and e-learning also study topics regarding administrative issues in school settings. Livieris, Drakopoulou, Mikropoulos, Tampakas, and Pintelas propose the use of educational data mining to predict students’ performance in order for the education stakeholders to provide them with better educational support. The authors present an original and ensemblebased semi-supervised method. Experimental results reveal that the proposed method is effective for early progress prediction for students when compared to other semi-supervised learning methods.