This article is focused on a case study of an educational innovation project supported by technology. Its aim is to analyze the socio-pedagogical effects of this project on the participants –students, teachers, family and community representatives– at individual and interpersonal levels applying an integrated methodology through different self perceptive research instruments –interviews, surveys and focus groups–, non-participant observations and semi-experimental tests. Results show significant effects at individual level are observed, not only during the teaching exercise but also during the pupils’ scholarly tasks. Also there are remarkable aspects in the interactions between the educational community agents –for example families, students and teachers– and strengthened relationships among them.