IAFOR Journal of Education: Technology in Education

Volume 11 – Issue 2 – 2023

Rethinking Education: An In-Depth Examination of Modern Technologies
and Pedagogic Recommendations
Murielle El Hajj
Lusail University, Qatar
Hiba Harb
Lusail University, Qatar

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Abstract
Educational technology has changed the teaching and learning process in many ways. As
teachers needed new strategies to adapt to emerging technology tools and to interact withstudents, immediate feedback and digital instructional resources had become the norm.
Teaching and learning expectations are growing because of technological improvements. Many
digital libraries and online resources are now easily accessible to teachers and students.
Therefore, a qualified teacher must be aware of the new teaching requirements and theadjustments related to educational technology trends. Additionally, it is important to adopt a
Technological Pedagogical Content Knowledge (TPCK) framework and to clarify howteachers and students can collaborate to achieve learning outcomes through updated
educational practices. This collaborative education can occur because technology makes it
easier for students and teachers to interact together, despite the physical distance that could
separate them. This paper emphasizes the optimum use of educational technologies and thepotential of new digital tools that have already been exploited in an unprecedented way. It aims
to provide a comprehensive review of current technologies with pedagogic recommendations,to highlight the importance of educational technologies in teaching, and to reconsider strategies
for acquiring digital skills in the Artificial Intelligence era. The discussion revolves around
identifying and depicting various advanced educational technologies that can be integrated
with engaging pedagogical approaches. Furthermore, it explains how each technology canenhance the learning experience, emphasizing the teacher’s role in the technology-based
educational process.
Keywords: active/interactive learning, education, student-centred approach, teachingstrategies, technology, technology-based education

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The teaching and learning process is currently undergoing adjustments. How students learn
and how knowledge is transmitted globally have both been significantly impacted by the paceat which technological innovations can bring about changes in pedagogy. The use of new anddeveloping technologies is creating challenges to both the traditional approaches to educationand instruction as well as the structure of the educational system. Despite the substantial
influence of information technology on educational studies and developments, instant accessto a wide range of data makes it challenging to assess information. Therefore, modern
technology provides a wide range of tools for improving education in the digital age. The
adoption of audiovisual instructional devices by teachers is currently recommended, and thevariety of educational materials is always growing.
This paper aims to explore the integration of technology in K-12 classroom setting through thelens of Technological Pedagogical Content Knowledge (TPCK). The primary focus is on howtechnology can be harnessed to support a student-centered learning environment. By examining
the intersection of technology, pedagogy, and CK within the TPCK framework, this study
elucidates how educators can effectively leverage technology to create engaging learning
experiences that prioritize the specific needs of students. The rationale behind this focus lies inthe significance of nurturing a technologically enriched learning environment that not only
caters to students’ diverse learning styles but also prepares them to thrive in an increasingly
digital and interconnected world. Emphasizing the K-12 setting within the TCPK framework
is crucial as it provides a targeted and tailored approach to address the unique challenges andopportunities present in primary and secondary education. Ultimately, this exploration aims toempower educators with the knowledge and strategies needed to use technology’s potential
effectively and create impactful educational experiences for students.
Many studies have been conducted on education and technology, specifically after the COVID19 pandemic due to the huge shift of education to online learning. However, technology in
education has always been an area of discussion and exploration. In a study published in 2003,
Linn argues that there appears to be no end in sight for the number of technological tools thatare being invented. They have also altered the method in which we interact with one anotherand how we perceive the environment. In another study, Oliver (2005) demonstrates how the
integration of digital technology into educational settings has resulted in positive shifts anddevelopments in today’s educational environment. Alkhamisi and Monowar (2013) reveal how
augmented reality enhances one’s view of the real world by superimposing digitally generated
visual, audio, or other sensory information. They reckon that technology can help students
better capture their ideas, which will ultimately improve their educational qualifications, andthat the scope of its influence has a positive impact on the ways in which students learn andcollaborate with their instructors. Turgut and Aslan (2021) discuss that there are now more
opportunities for the dissemination of learning material and for gaining access to it because of
the proliferation of new communication channels brought about by the internet.
Many of the previous studies highlighted the importance of using technological tools as ameans of delivering information in the teaching and learning process. This integration oftechnology into education falls within the realm of TPCK, which emphasizes the critical99

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interplay between technological, pedagogical, and content knowledge. However, there is a
research gap in the literature in studies highlighting the importance of applying different
pedagogical approaches centered on the learner using technology and informed by TPCK.
Therefore, our discussion focuses on the different pedagogical approaches infused with TPCK
that can be used in combination with educational technologies, and how each approach can beused to enhance the learning experience and improve student learning outcomes. We will start
our discussion with a theoretical framework about TPCK and a review of the literature, thenwe will discuss the importance and ways of using technology in teaching strategies as well as
the importance of the teacher’s role in technology-based education. We will conclude our study
by highlighting the role of technology in enhancing a student-centered learning environmentand by providing recommendations for future studies.
Theoretical Framework
TPCK is a theoretical framework that intricately weaves three vital components in education:technology, pedagogy, and content knowledge (CK) (Mishra and Koehler, 2006). TPCK
emphasizes integrating technology to enrich teaching and learning experiences significantly.
The TPCK framework comprises seven factors, each defining a specific aspect of teacher
knowledge for effective technology integration. These components include technology
knowledge (TK), referring to knowledge about various technologies; CK, which involves
understanding the subject matter to be taught; pedagogical knowledge (PK), encompassing
teaching methods and processes; pedagogical content knowledge (PCK), blending content andpedagogy for better teaching practices; technological content knowledge (TCK), understanding
how technology can create new representations for content; technological pedagogicalknowledge (TPK), knowledge of using technology in teaching; and technological pedagogicalcontent knowledge (TPACK), the integration of technology in any content area.
The TPCK framework emphasizes the importance of teachers having a deep understanding of
the interplay between content, pedagogy, and technology to enhance student learning
effectively. This understanding serves as a foundation to devise context-specific strategies andrepresentations tailored to individual circumstances. For technology integration to be
productive in teaching, it must holistically address the three key elements, recognizing theirinterdependent relationships within the system (Mishra and Koehler, 2006). Educators withwell-developed TPCK can select appropriate technology aligned with learning goals, design
engaging lessons that promote active learning and critical thinking, cater to diverse student
needs, facilitate assessment and feedback through technology, and foster 21st-century skills
such as creativity and collaboration.
This paper presents a comprehensive examination of technology and its role in successful
teaching and learning. The discussion provides insights into the development of TPCK throughcontinuous professional development, fostering a growth mindset, and implementing various
strategies. Specifically, it offers practical tips on how each technological tool can be effectively
utilized in the teaching process to enhance student engagement, improve learning outcomes,

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and create personalized and differentiated learning experiences. The focus is to empower
educators to leverage TPCK to establish engaging, student-centered learning environments that
foster academic success and nurture essential 21st-century skills.
Literature Review
Learning may now be achieved rapidly, and all individuals can receive education in the age ofdigital technology, which also coincides with the new era of multimedia tools and web
networks. The quality of education is supported by new technologies, and more people are
given opportunities to learn. Sharing information and enhancing one’s ability to communicate
are two key aspects of education. Students are more likely to work well together and develop
excellent communication skills when they have access to technology. Online collaboration
between teachers and students allows for the completion of any project or task. In educational
broadcasting, for instance, the utilization of technological instruments as well as
recording systems based on computer technology are all important factors. Learners who areunable to attend classes have a better chance of accessing education using distance learning.
“The Internet of Things (IoT) is proven to be one of the most cost-effective methods ofeducating young brains. It is also a robust mechanism for integrating a world-class learning
experience for everybody.” (Haleem et al., 2022, p. 275) This is certainly relevant forindividuals who are home schooled.
In a review of the literature from 1996 through 2008, Means et al. (2010) reported that students
in online learning conditions generally performed moderately better than those receiving faceto-face teaching. However, despite this advantage, Mishra and Koehler (2006) argued that
simply adopting technology in pedagogical approaches is not enough; rather, they stressed thenecessity of developing TPCK, a complex, situated form of knowledge that intertwines content,pedagogy, and TK. While TPCK holds promise, the study published in 2009 recognized thecomplexity of teaching and the challenges posed by technology integration, indicating the needfor a nuanced understanding of the interplay between these domains. Voogt et al. (2013)
conducted a systematic literature review, unveiling diverse interpretations of TPCK andtechnological knowledge, raising concerns about its measurement and emphasizing theimportance of subject-specific TPCK understandings. Moreover, Herrington and Kervin(2007) cautioned against ad hoc technology integration, advocating for teachers to adopt
technology as cognitive tools to empower students in authentic learning experiences.
Nonetheless, the role of teachers remains crucial in providing clear purpose and support fortechnological integration. The same idea has been explored by Hew and Cheung (2013) in astudy emphasizing that the positive effects of Web 2.0 technologies are not solely attributed tothe technologies themselves but rather to how they are utilized and conceptualized in thelearning process. Meanwhile, Bower et al. (2015) stressed the importance of designing richmedia synchronous technologies for active learning in face-to-face instructions, highlighting
considerations of communicative requirements and cognitive load. However, Alharthi’s study
in 2021 revealed university students’ difficulties in using technological tools and emphasized
the need for training before taking online courses. Furthermore, the study highlighted thelimited use of diverse online activities in university courses, warranting a comprehensive101

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approach to technology integration in education. While highlighting the widespread acceptanceof technology in education, Akram et al. (2022) also identified numerous barriers to effective
technology integration, necessitating solutions to resource constraints, lack of leadershipsupport, inadequate infrastructure, and other challenges.
From the above-mentioned examples, the existing literature on technology integration in
education primarily focuses on examining the limitations of technology in the classroom.
Moreover, numerous studies have concentrated on the shift to online learning, utilizing
technology primarily as a means of communication between teachers and students. However,there is a noticeable gap in the literature regarding the necessity of transforming the educational
paradigm to keep pace with technological advancements in the context of TPCK. This limited
perspective fails to explore the full potential of technological tools beyond communication andtheir integration within TPCK’s dynamic framework. To address this gap, it is crucial toinvestigate adapted teaching strategies that harness the potential of technology to actively
engage students in the learning process while aligning with TPCK principles. In response tothis need, our present research sheds light on teaching strategies that effectively incorporate
technological tools within the TPCK framework to create and sustain student-centered learning
environments.
By conducting this study with a focus on K-12 students and educators, we aim to bridge thegap in the literature and emphasize the integration of technology within TPCK. Our goal is tocontribute significantly to the development of effective and forward-looking educational
practices that harness technology’s transformative power to its fullest extent in the K-12classroom setting. Through this approach, we strive to empower educators with insights andstrategies that can effectively create student-centered, technology-enhanced learning
environments for K-12 students, fostering their active participation and success in the
educational process.
Engaging Teaching Strategies Using Technology
Engaging teaching strategies start with designing the classroom having the students in mind.
The active/interactive learning strategy encourages students to discuss, participate, investigate,
and create. It challenges them by questioning them, requiring problem-solving and criticalthinking. Adopting this strategy starts by shifting from the traditional classroom setting to theroundtable classroom setting. The latter encourages interactive learning, face-to-faceaccountability, and verbal immediacy (Parsons, 2017). In addition, active/interactive learning
increases the students’ CK (see Menekse et al., 2013) and contributes to co-inferring new
information with the help of input from one’s learning partners enabling students to co-createknowledge (see Chi and Wylie, 2014). While changing the classroom setting can provide a
conducive environment for active/interactive learning and a student-centered approach, it is
not enough on its own. The success of active and interactive learning largely depends on the
instructional strategies and techniques used by the teacher. The teacher needs to use
pedagogical approaches that encourage inquiry-based learning, critical thinking, and problemsolving skills. Additionally, integrating technology and multimedia resources into the learning

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process enhances active/interactive learning and promotes student-centeredness within thecontext of TPCK. Therefore, a combination of classroom design, instructional strategies, andtechnological tools helps create a more engaging and student-centered learning environment.
We will focus on the use of active/interactive teaching strategies in the K-12 classroom and theadapted technological tools that further enhance students’ engagement.
Brainstorming
Brainstorming is a commonly used technique in education where a group of students work
together to generate and share ideas related to a particular topic or problem. The primary goalof brainstorming is to encourage creativity and critical thinking by allowing students to freely
express their thoughts and ideas without fear of judgment or criticism. During a brainstorming
session, the teacher can collect students’ ideas and facilitate a discussion that encourages
students to share and respond to each other’s ideas. This helps create an open and inclusive
learning environment where students can learn from each other and build on their collective
knowledge. Moreover, brainstorming allows the teacher to assess the students’ priorknowledge and understanding of a topic. By gathering information about what students alreadyknow, the teacher can tailor the instruction to meet the needs of individual learners and provide
input on what they do not know. Brainstorming can be conducted in various formats, such asverbal discussions, written notes, or using technological tools such as Tricider, AnswerGarden,or MindMeister. When using Tricider1, the teacher creates a board and invites students tosubmit their ideas on a topic or problem. The board can be shared with the whole class, andeveryone can see and vote on each other’s ideas. The teacher can also use the voting feature,
which allows students to vote on the most important or relevant ideas. Once the brainstorming
session is complete, the teacher can use Tricider to facilitate a discussion on the ideas
generated. Students can comment on each other’s ideas, and the teacher can provide feedback
and guidance. AnswerGarden2 is another tool that could be used in this teaching strategy. The
teacher creates a simple questionnaire and asks students to add words they know related to the
topic. These words are displayed on the teacher’s board as they are added in the form of a word
cloud. The size of each answer in the word cloud depends on how frequently it has been
submitted by the students. This makes it easy for the teacher to quickly identify the mostcommon responses and themes. MindMeister3 is also a tool that could be used forbrainstorming, and to organize ideas into themes. The teacher creates a mind map of a topic
and asks students to join it and contribute their ideas. Moreover, the teacher can use the voting
feature to have students vote on the most important or relevant ideas. This contributes tonarrowing down the focus and identifying the most important points for further discussion.
Once the brainstorming session is complete, the teacher presents the mind map to the class tosummarize the ideas generated during the session. This helps students understand the thinking
process behind the ideas and provides a visual representation of the brainstorming session.

1

Tricider: https://www.tricider.com/
AnswerGarden: https://answergarden.ch/3
MindMeister: https://www.mindmeister.com/
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Regardless of the format, the key to successful brainstorming is to create a safe and supportive
environment that encourages open and honest communication among students.
Flipped Classroom
The flipped classroom approach involves providing students with access to online video
lectures or tutorials before the in-class sessions. This allows students to engage in interactive
and collaborative activities, such as debates, problem-solving activities, and discussions. In theclassroom, the teacher acts as a facilitator and observes the students’ performance, providing
individual or group feedback, as needed. The flipped classroom model enhances students’learning experiences by allowing them to engage with the material at their own pace andencouraging them to take an active role in their learning. Additionally, it allows teachers to useclassroom time more efficiently and effectively, as they can focus on providing personalized
support and guidance to their students (See Loizou, 2022). The technological tools that can beused in this teaching strategy include video creation and sharing tools. These tools can be used
to create and share pre-recorded lectures, tutorials, or other instructional videos that students
can watch before the classroom session. The most common video creation tools are Camtasia
and Adobe Premiere Rush. With Camtasia1, the teacher can record the computer screen,
webcam, and audio simultaneously, allowing the creation video tutorials and demos that show
exactly how to complete a task. In addition to recording and editing videos, Camtasia alsooffers features for sharing and publishing the generated product. The teacher can export thevideos in various formats, including MP4, WMV, AVI, and MOV, and share them on
YouTube, or other online platforms. Adobe Premiere Rush2 allows teachers to create and edit
high-quality videos. It also includes features such as trimming and splitting clips, adding text
overlays and graphics, and creating customized titles and transitions, as well as adding motion
graphics and animations. Moreover, this tool includes integration into popular social media
platforms such as YouTube, Instagram, and Facebook, making it easy to export videos in thecorrect format and aspect ratio. Other technological tools used for flipped classroom include
online discussion and collaboration tools, such as Flipgrid3. The latter is a video-based social
learning platform that allows teachers and students to create and share short video responses toprompts or questions. With Flipgrid, the teacher can create a “Grid”, which is a collection of
topics for discussion or prompts for students to respond to using video. Students can then create
video responses to these prompts and respond to their classmates’ videos. Subsequently, theteacher provides feedback and assessments on the student videos. Furthermore, students canrecord and edit their videos using a range of editing tools, including filters, emojis, and text
annotations. Flipgrid integrates with other educational tools such as Microsoft Teams, Google
Classroom, and Canvas, making it easy to incorporate into existing workflows.

1

Camtasia: https://www.techsmith.com/video-editor.html
Adobe Premiere Rush: https://filmora.wondershare.net/alternative-adobe.html
3
Flipgrid: https://info.flip.com/en-us/blog/product-updates/flipgrid-updates-timeline.html
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Inquiry-Based Learning
Inquiry-based learning is an approach that focuses on developing students’ problem-solving
skills by engaging them in an active and collaborative learning process. In this approach, theteacher plays the role of a facilitator rather than a lecturer. He/she poses questions, situations,and problems that require students to think critically and find solutions. Students are thenencouraged to research these topics individually or in groups, using various resources such as
books, articles, and websites, to formulate their answers. This research process not only helps
students develop their understanding of the topic, but also enables them to practice essential
research and information literacy skills. After conducting their research, students present theirfindings and supporting evidence to the class. This presentation allows them to further develop
their answers by listening to what their peers have found, identifying areas that require more
attention, and refining their arguments. This also promotes collaboration and teamwork among
students, which is essential in today’s workforce. Moodle1, a virtual learning environment, canbe used as a tool to support inquiry-based learning strategies. The teacher creates a repositoryof learning materials such as videos, articles, and case studies that students can access anytime
and anywhere. This helps students engage in self-directed learning and explore the topic they
are researching. Moodle also provides various tools for collaboration such as discussion
forums, wikis, and chat rooms. Moreover, the teacher can create groups and assign groupprojects, which promotes teamwork and helps students develop important skills such ascommunication, delegation, and negotiation. This platform also allows teachers to monitor
student progress, provide feedback, and assess their learning. The feedback helps students
understand their strengths and weaknesses and provides guidance on how to improve theirwork.
Google Workspace2 (formerly Google Suite) is another tool that could be used in inquiry-basedlearning. Students can collaborate, share ideas, and receive feedback in real-time, which
enhances their learning experience and improves their critical thinking skills. The tools
available in Google Suite can help streamline the inquiry-based learning process and make it
more efficient and effective. On the one hand, students can use Google Docs to collaboratively
write and edit documents related to their research and inquiry questions. They can also share
their documents with their peers and teachers for feedback and suggestions. Students can alsouse Google Slides to collaboratively create presentations and share their findings and solutions
to problems they have investigated. They can also use Google Drive to store and organize theirresearch and inquiry materials, such as articles, videos, and images. On the other hand, teachers
can create through Google Forms surveys and quizzes to collect feedback from students on
their understanding of a particular topic or to assess their progress in their inquiry-basedlearning journey. They can also use Google Classroom to create a virtual learning environment
where they can share resources, assign tasks, and provide feedback to students. ThingLink3 isanother tool that can be utilized to facilitate engaging and interactive inquiry-based learning

1

Moodle: https://moodle.org/
Google Workspace: https://workspace.google.com/business/3
ThingLink: https://www.thinglink.com/
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experiences for students. By using ThingLink, teachers design interactive images, videos,historical events, scientific experiments, and presentations that students can explore anddiscover on their own, enabling them to gain a deeper understanding of a wide range of topics.
Additionally, teachers can leverage ThingLink to create interactive presentations thatencourage collaboration among students. They can invite their peers to add their own
information, links, and videos to these presentations, thereby facilitating peer-to-peer learning.
By designing interactive images and videos that provide different learning styles and abilities,
teachers can ensure that all students have access to the same learning opportunities. For
example, by providing links to different types of resources such as text, audio, or video,teachers can accommodate different learning styles and abilities. Nearpod1 can also support
inquiry-based learning as teachers can use its interactive features to design engaging
presentations and activities that motivate students to investigate, examine and learn about
various topics. Before initiating the inquiry process, teachers can utilize Nearpod to evaluate
students’ preexisting knowledge and comprehension of a given topic. They can also create
interactive lessons that allow students to explore and examine a topic, and work collaboratively
to share their discoveries and insights with each other. Furthermore, through Nearpod, teachers
can provide students with multimedia materials such as images, videos, and audio files toimprove their research and inquiry.
Open-Ended Questions
The technique of using open-ended questions promotes lively class discussions and helps
improve students’ communication skills. By posing open-ended questions, the teacher prompts
students to connect various pieces of information they have acquired or encountered in theirlives, enabling them to link related ideas. This approach not only encourages students toexpress their own views but also allows them to find their own voice. Seesaw2 is a digital
portfolio tool that can be effectively utilized for open-ended questioning in the classroom. By
using Seesaw, teachers can present open-ended questions to students and encourage them torespond in various formats, including written responses, audio recordings, and videos. Students
can use Seesaw to share their work and ideas with their peers, creating an environment thatencourages collaboration. Furthermore, Seesaw’s feedback and commenting features provide
opportunities for ongoing discussions, promoting critical thinking and reflection among
students. Additionally, teachers can use Seesaw to offer personalized feedback to students on
their open-ended responses, supporting them in further enhancing their communication andcritical thinking abilities. Poll Everywhere3 is another tool that can facilitate open-ended
questions effectively. It allows teachers to ask questions and receive instant responses fromtheir students. Using Poll Everywhere, students can respond anonymously, which canencourage them to express their thoughts and ideas more honestly. Teachers can display the
responses in real-time, stimulating class discussions and encouraging students to share their

1

Nearpod: https://nearpod.com/
Seesaw: https://web.seesaw.me/
3
Poll Everywhere: https://www.polleverywhere.com/
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opinions. Furthermore, Poll Everywhere enables students to respond with multimedia such asimages and videos, providing a platform for creative thinking and self-expression.
Peer and Self-Feedback
Developing the ability to offer and accept constructive feedback is an important aspect ofstudents’ learning. Peer feedback plays a crucial role in enabling students to evaluate and assesseach other’s work, helping them gain insights into the quality of their own work and develop
evaluative judgement and self-regulated learning skills (Nicol, 2010). Digital tools such as
Canvas Pages, Google Docs, and Peergrade can facilitate peer feedback. Canvas Pages1 can beutilized for peer feedback in several ways. The teacher can assign group assessments and create
a separate Canvas Page for each group to collaborate on. By utilizing the commenting feature,each group can offer feedback on each other’s work uploaded on the Canvas Page. Moreover,students can create their ePortfolios on Canvas Pages to share their work and receive
constructive feedback from their peers. Canvas Pages allow for multimedia elements like
videos, images, and links, which provide students with a variety of options to enhance their
feedback. Additionally, Canvas Pages maintains a revision history, enabling students to keep
track of their progress over time and make revisions based on the feedback received. Google
Docs2 is a collaborative writing tool that can facilitate peer feedback within a classroom setting.
By assigning group writing projects, teachers can encourage students to share feedback andwork together in creating a shared document using Google Docs. For peer editing purposes,
teachers can pair up students and encourage them to use the commenting and suggesting
features in Google Docs to provide feedback and make necessary changes to their peer’s
writing. Students can also create writing portfolios using Google Docs, which allows them todisplay their work and receive feedback from their peers. With Google Docs, students can track
the revision history of their work, which gives them an opportunity to analyze their progressand make improvements to their writing skills accordingly. Peergrade3 is an online platformthat focuses on peer feedback and evaluation. With Peergrade, teachers can create assignments
and rubrics that are distributed to students, who can then submit their work through the platform
for peer review. Peergrade ensures that each student receives multiple reviews from his/herpeers by assigning grades based on the teacher’s rubrics. Anonymous feedback is available in
Peergrade, encouraging students to be more honest and constructive. Peergrade reports allow
teachers to identify areas for improvement as they monitor the feedback process and view thecomments and grades assigned by students.
In addition to peer feedback, self-feedback is also valuable for students as it helps them in theirself-regulation and critical self-reflection, which are essential for achieving success (Ryan,
2020). By engaging in self-feedback, students can identify their strengths and weaknesses, setgoals, and make necessary improvements to their work. Self-feedback helps students become
more self-aware, reflective, and proactive in their learning process. Teachers can facilitate this1

Canvas Pages: https://www.canva.com/
Google Docs: https://www.google.com/docs/about/3
Peergrade: https://www.peergrade.io/
2

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process by providing students with clear and specific criteria or rubrics to evaluate their work,
using rubrics to provide students with a framework for self-assessment and help themunderstand the expectations for their work. Using digital tools such as ePortfolios, students cancreate a personalized space to upload their work, provide self-assessment and reflection, andreceive feedback from their teachers and peers. Platforms for creating ePortfolios include
Google Sites1, Weebly2, and WordPress3. Through self-feedback, students gain a deeper
understanding of their own learning process, develop self-regulatory skills, and become
proactive learners.
Peer Learning
According to Havnes et al. (2016), peer learning can offer several advantages to students, suchas enhancing time management, communication, and study skills, encouraging creative andcritical thinking, promoting psychological well-being, increasing academic aspirations andexpectations, and fostering lifelong learning. To implement this teaching strategy, the teacher
can group students and provide them with different pieces of information related to the subject.
Each group learns and comprehends the information to explain it to other groups. The process
is repeated until every group has a complete understanding of the subject matter. Alternatively,
students can select an area of interest within the subject matter and conduct independent
research on it. They can then create a PowerPoint presentation to present to the class, which
can encourage information sharing and group discussion. Quizlet4 is an effective digital toolthat enhances the learning experience through peer collaboration. This online platform allows
students to create digital flashcards, which can be used to test their knowledge and shared with
their peers, enabling them to actively participate in the learning process and reinforce theirunderstanding. In addition to flashcards, Quizlet provides several other features that support
peer learning. For example, it offers various study modes such as games, quizzes, and audio
materials that are aligned with different learning styles, allowing students to engage with thematerial in diverse ways. This aspect promotes mutual learning and allows students to benefit
from the diverse insights and perspectives of their peers.
Project-based learning (PBL)
Project-based learning (PBL) is an instructional approach that offers students a hands-on, realworld learning experience. The teacher proposes a project, and students work together toanalyze, research, and develop an action plan to address the given problem. PBL encourages
students to engage with the subject matter actively and apply what they have learned to theirproject. This learning strategy fosters the development of critical thinking, problem-solving,and decision-making skills. The teacher takes on the role of a guide and mentor, supporting
students throughout the learning experience. Through PBL, students become more selfdirected in their learning, taking ownership of their project, and making decisions about their
1

Google Sites: https://workspace.google.com/intl/en/lp/sites/
Weebly: https://www.weebly.com/
3
WordPress: https://wordpress.com/
4
Quizlet: https://quizlet.com/
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work. This approach also promotes the development of social and emotional skills, such as
collaboration and effective communication. Glogster1 is a tool that could be used in thislearning strategy. Students can create glogs to showcase research findings or create visual
portfolios of their work, using various media types and external hyperlinks. Collaborative
projects are also possible, with students working together to create glogs that represent different
aspects of a larger topic. Another tool that could be used in PBL is Edorble2. With this platform,
students can create their 3D virtual classrooms and interact with various digital resources. For
example, in a science class, students can generate their virtual worlds based on a particular
topic such as designing a virtual ecosystem that highlights the interdependence of different
species. They can populate the ecosystem with various species and create interactive elementsthat provide more information about their relationships, helping them develop a deeper
understanding of the subject matter.
Although technology tools have revolutionized teaching and learning methods, just providing
teachers with these tools is insufficient. For technology to have a significant influence on
education, it is necessary to train teachers to use them properly. The absence of proper training
could lead to difficulties in integrating technology into teaching, which may negatively impact
the learning and engagement of students. Hence, it is imperative for educational institutions
and schools to emphasize teacher training programs that provide the essential skills andknowledge to use technology tools effectively in the classroom. That being said, it is important
to emphasize the crucial role of teachers in technology-based education.
Importance of Teacher’s Role in Technology-Based Education
The advancement in education and the enhancement of teaching and learning techniques cangreatly contribute to the improvement of students’ academic performance, especially in the K12 setting. However, the evolution of education also presents challenges for K-12 teachers
regarding the implementation of new teaching theories and methods. As education continues
to evolve, teachers are expected to take on new roles as leaders and facilitators for students,
moving away from traditional teaching techniques to become more actively involved in theirstudents’ learning process. By adopting this approach in the K-12 setting, teachers will be better
equipped to identify their students’ interests, encourage their enthusiasm for learning, anddevelop their critical thinking skills and intellectual curiosity (Kelly and McAnear, 2002). In
other words, the transformation in education offers an opportunity for teachers to shift fromthe traditional role of being just transmitters of knowledge to becoming facilitators of learning.
This means that they will not only deliver knowledge but also provide students with aconducive environment to learn actively and independently. Therefore, teachers will better
understand their students’ individual needs and interests, making learning more engaging andrelevant to their lives.

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Glogster: https://edu.glogster.com/
Edorble: https://www.edorble.com/

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Although technology has transformed the teaching and learning process, it cannot replace theteacher. In a technology-based and student-centered learning environment, teachers are morethan just instructors: they are instructional designers, trainers, and mentors. As instructional
designers, teachers plan and organize their classrooms to effectively integrate technology into
their curriculum and create well-designed activities to meet the individual needs of theirstudents. They also act as trainers, showing students how to use software tools to accomplish
learning tasks. Additionally, they act as team coordinators, creating opportunities forcollaborative and social learning activities, peer tutoring, and support among students withvarying abilities. As enabling mentors, they offer advice and ask questions to help students findthe information they need to complete tasks. They work with students to create a learning
environment that is engaging and challenging, using technology to enhance learning andproviding support and guidance throughout the process. They create a safe and supportive
environment that encourages students to take risks and learn from their mistakes. Through theirmultiple roles, teachers enable students to become active and independent learners, capable ofapplying the knowledge and skills they acquire to real-world situations. Eventually, technology
is a tool that teachers can use to enhance the learning process, but it is the teacher who plays acrucial role in guiding and supporting students’ growth and success.
Therefore, while incorporating educational technology to enhance student learning, teachers
must shift their perspectives on teaching and learning and be open to new responsibilities. To
effectively address technology challenges and facilitate teaching and learning, they must be
willing to learn new skills (Zhu et al., 2010). One such skill is developing computer proficiency
to maximize the benefits of interactive and engaging technologies in education and create
positive interactions with their students. Nevertheless, for teachers to become proficient andeffective users of technology, they require tailored resources, updated training programs,
ongoing support, and flexibility (Roschelle et al., 2005). This is essential if they are expected
to perform their duties as learning facilitators, especially when integrating technology in the
K-12 classroom setting. The purpose of education is to empower rather than to provide
knowledge, as Nuyen (1995) succinctly explains. There is now a need to find educators who
can both provide knowledge and spark students’ creativity, so teachers are required to have a
deep understanding of how each student learns and the abilities to adapt the learning systems(Volman, 2005). Educational technologies are practical tools that facilitate teachers’ tasks.
Nevertheless, rather than being easier, the instructors’ responsibility will get more challenging
as they need to design various pedagogical approaches, gather educational materials, andorganize them in a systematic methodology.
Furthermore, developing TPCK requires continuous professional development, a growthmindset, and various strategies, including attending technology integration workshops,
engaging in collaborative learning communities, practicing reflection, and designingtechnology-integrated lesson plans. By aligning their teaching practices with TPCK principals
in the K-12 setting, teachers can leverage technology effectively and create dynamic learning
environments that foster active student engagement and meaningful learning experiences.
Continuous re-evaluation of teacher education practices is needed to propose new strategies
that effectively facilitate technology integration in the classroom.

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Conclusion
Technology-based education enables K-12 students to access, analyse, manage, synthesize,
evaluate, create, and share information in a variety of forms and media that incorporate a global
perspective (McNeil, 2015). This integration of technology and its various applications aligns
with the concept of TPCK, which underscores the importance of educators possessing a deep
understanding of how technology, pedagogy, and content intersect. It also reinforces a studentcentred learning environment that contributes to enhance the students’ competencies increativity, communication, collaboration, digital literacy, critical thinking, and problem
solving, all of which are central components of TPCK. Therefore, schools are responsible not
only for integrating technology into the curriculum but also for doing so in a way thatsynergizes pedagogical approaches with technology tools while considering the principles of
TPCK.
Advancing technology-based education and integrating technology tools into the teaching andlearning process is crucial in achieving this goal of comprehensive student development. This
integration, when approached with an awareness of TPCK, empowers educators to design
learning experiences that holistically nurture students’ abilities. By investing in these areas,
schools not only enhance student learning outcomes but also equip educators with thenecessary skills and resources to effectively engage students and foster their growth as
autonomous lifelong learners. Ultimately, investing in technology-based education becomesan investment in the future success of students, preparing them not only for their future careers
but also for the challenges and opportunities they will encounter in higher education anduniversity settings.
Furthermore, additional research studies are needed to address two key areas in education. The
first area is designing innovative teaching strategies to address the challenges that students facein a rapidly changing world. Teachers need to adopt creative approaches to instruction toprepare students for their future careers. The second area is the integration of technology into
the curriculum to promote student-centred learning and develop critical thinking, problemsolving, and creativity. By conducting further research in these areas, educators can better
prepare students for the future, create effective strategies for technology integration, andlifelong learning. In addition, as new technologies, such as the ChatGPT and all OpenAI tools,
become increasingly accessible to everyone, it is important to conduct further research to assist
educators in integrating Artificial Intelligence into the teaching and learning process.

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Corresponding author: Murielle El Hajj
Email: mnahas@lu.edu.qa

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