This paper analyzes the benefits offered by computer tools to facilitate the teaching activity and to improve the student learning in higher education. More specifically, the main objective is to improve teaching quality through the use of "clickers" (Classroom Response Systems) and e-portfolio in learning environments that use active methodologies, such as cooperative learning and flipped classroom. Other strategies, such as mindfulness, have also been used to improve the attention and concentration of students.

Cooperative learning is an active methodology where students work in groups where positive interdependence and individual responsibility are fundamental. The flipped classroom is a methodology framed within the field of blended learning that combines face-to-face teaching-learning processes with online tasks and activities. Clickers allow students to participate in quizzes and answer questions in a fast and reliable way, while recording the student's answers. The e-portfolio is a collection of works that document the achievements of students over time.

These methodologies and tools have been applied in the subject "Active Methodologies of Teamwork" of the Master's Degree in Secondary Education Teaching at the University of Almería (Spain). The aim of this subject is to help students develop capability to effectively use cooperative learning and flipped classroom in their future teaching activity. In this way, prior to the face-to-face class, students' homework consists of reading and watching online videos and studying other materials prepared by their teacher in order to understand the theoretical basis.

In the face-to-face class, the cooperative groups of 3 or 4 students of the same field (maths, biology, history, literature, etc.) meet to discuss the work done outside the classroom and clarify doubts. Subsequently, different formal and informal cooperative work activities are carried out to work on both, the specific and transversal competences of the subject. In these activities, different strategies have been used, such as the puzzle methodology, research groups and peer tutoring. After each activity, the clickers have been used to answer questionnaires and quizzes related to the activities. The students use a Telegram application they have to install in their mobile phones to fill these questionnaires and quizzes. The advantage of using Telegram is that it favours a face to face class more dynamic, since it has not been necessary to use computers.

At the end of each class, the clickers have been also used to know the opinion of the students about the different methodologies used in this class, as well as to know to what extent the mindfulness strategies has served to focus their attention on the different activities. Group activities are uploaded to the group e-portfolio for evaluation and feedback.

The results obtained through different clickers show an improvement in student motivation and attention in comparison with the typical master class thanks to the use of different active methodologies and computer tools. In particular, the students consider these innovative strategies will be very useful in their future teaching career.