In a knowledge-driven society, secondary education should let students develop appropriate and meaningful skills to live, think and work. To attain this aim, teachers require specific knowledge and competences about technology-mediated collaborative learning strategies while overcoming preconceptions and a general sense of inadequacy towards these learning approaches. This exploratory study focuses on a learning path based on the 'Trialogical' Learning Approach to consider the role of technology-mediated collaborative learning in the educational development and classroom practices of trainee teachers. A multi-methods approach was used to analyse the collected data. Results indicate a good level of active participation in the activities leading to a general perception of effective learning. Participants report having acquired knowledge and skills which will improve their professional practice. The positive value of introducing collaboration and technology in the learning path is highlighted.