247 Copyright © 2013, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 21 DOI: 10.4018/978-1-4666-2122-0.ch021 INTRODUCTION The focus of the studies presented here is to under- line the valuable role of technological artefacts in supporting the process of bridging the gap among the different learning locations characterising Swiss Vocational Education and Training (VET) curricula. Each of the two experiments presented sheds light on the use of a specific technology (respectively mobile devices and web-based tools for collaborative writing) in a specific professional domain to capture the experiences lived by the Elisa Motta Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Elena Boldrini Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Alberto Cattaneo Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland Technologies to “Bridge the Gap” among Learning Contexts in Vocational Training ABSTRACT The dual-track system characterising Swiss Vocational Education and Training (VET) is based on the alternation of three learning locations: the school, the training company, and intercompany courses organised by occupational organisations. In this way, apprentices gain experiences in different contexts, which then have to be connected in a unique knowledge corpus in order to develop real professional competences. However, the different decision-making bodies involved in VET perceive a gap in the learn- ing among the different contexts, for example consistency of work procedures. The two studies presented here focus on mobile technologies and Web 2.0-supported collaborative writing as examples of the use of technology in professional education to bridge this gap. The results emerged in terms of ease of use, perceived usefulness of the artefacts, and in terms of pedagogical added value of the instructional design. The fndings confrm that the underlying pedagogical model is valuable and further research is warranted.