# Introducing Personal Teaching Environment for Nontraditional Teaching Methods
## 6 PTE Application on Nontraditional Teachings Methods
### Flipped Classroom  
As mentioned previously in Figure 4, three primary teaching activities, pre-, in-, and postclass activities, are required for successful flipped learning implementation. Teachers require tools to capture, edit, and publish a video in addition to tools for sharing the video with colleagues or finding specific videos in a repository. In Table 3, the authors illustrated some of the available preferred tools needed to be included in the creation of the PTE while using the flipped learning method for teaching.  
The proposed PTE examples for flipped learning are as follows, In preclass activities, the teacher first needs to record an educational video through a laptop or mobile phone camera and then save it on the storage of the used camera or save it through the use of Google Drive or others. Secondly, the teacher might need to edit the video to look more professional. Some free tools are available such as Corel and Vimeo or paid tools such as Adobe Premiere. Third, the teacher should publish the final video through some tool such as YouTube or TeacherTube for students to access it or other peers to comment on it for discussion. Further, the teacher may need to expand the reach of the video to share it with social media platforms such as Facebook and Twitter. Next, students may need more help with other videos. The teacher can search and find more illustrating videos that other peers have completed through tools such as Youtube or TeacherTube. This feature can save a lot of time and effort in creating a video from scratch.  
In in-class activities, the teacher can build a quiz with tools such as Kahoot! or Quizezz to engage students more in the classroom with a competing leaderboard feature with immediate feedback for the student's scores. The students can then upload an online presentation to share with peers and be evaluated by the teacher. Likewise, the teacher can provide the students a presentation that they can access easily by sharing the link of the presentation with them. Lastly, the teacher can make group discussions through video conference tools such as Zoom or Microsoft teams with the teacher's ability to divide the students into a small working group for a specific task.  
In postclass activities, the teacher first can use tools such as the calendar to manage the free slots that students can reserve for meeting the teacher offline or online for more explanation of the subject. The calendar can be used for important dates, such as the deadline for delivery of the projects or exam times. Further, chat features can be used for more engagement and connection between the teacher and the students. Applications such as WhatsApp and Facebook Messenger can be a good example for private or group chat. The teacher can use this kind of application to create a group for a specific subject and add the students to this group to give them notices (lecture timing changes, share illustrating videos, share teaching materials, ideas discussions, brainstorming for the next lectures, etc.). Table 3 explains the classification of flipped learning tool types and examples of tools that could be used, and an explanation of how to use these tools in the flipped classroom.  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Activities** & **Tool Type** & **Tool Example** & **Explanation of Use** & **References** \\ \hline \multirow{8}{*}{Prelcas Activities} & \multirow{4}{*}{Capture} & Android Camera & Teachers can use these tools to record lectures that highlight critical ideas, explain the subject, and facilitate the pace of a given curriculum map. & [84; 85; 86; 87; 88] \\  & & & VideoPremiere & These editing tools are for making videos look more professional by trimming the unwanted parts. & [84; 85