# Introducing Personal Teaching Environment for Nontraditional Teaching Methods
## 7 Conclusions and Future Research  
This study had three primary goals: (1) to identify the structure of PTE and how it works; (2) to identify the advantages, frameworks, and successful implementation stories of nontraditional teaching methods'; and (3) to categorize the tool types of nontraditional teaching methods to serve PTE applications. The results revealed that the concept of Personal Teaching Environment (PTE) can facilitate a teacher's fulfillment regarding their educational tasks. The authors summarized the technical approaches for establishing PTEs, their frameworks, and their components (tools, connections and activities, and data sources). We conclude that we form a review as a roadmap for the creation of PTEs with several tools based on the specific needs of each teacher. We focus on how to assist the teacher \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Activities** & **Tool Type** & **Tool Example** & **Explanation of Use** & **References** \\ \hline Teaching networks & Connect with peers & & Teachers can connect through using Classroom 2.0. It is a social network for teachers. Teachers can chat, send messages, and exchange ideas on how to best teach students. & \\ \cline{3-5}  & & & Teachers can use it to connect with peers whose primary goal is to share research papers or follow researchers to read their new research or to collaborate. & \\ \cline{3-5}  & & LinkedIn & A professional social forum for searching with the same interest for potential collaborations. Teachers can message the targeted person through their profiles. & \\ \cline{3-5}  & & & Teachers can upload and share images, videos, and documents with students or peers. Teachers can have an online conversation about each other’s posts through audio, video, or text comments. & \\ \hline \multirow{5}{*}{Cerate and publish content} & & Android Camera & Teachers can use these tools to record lectures that highlight critical ideas explaining the subject. & [82, 83, 84, 86] \\ \cline{2-5}  & & Capture & Laptop Camera & Teachers can use these tools to record lectures that highlight critical ideas explaining the subject. & [82, 83, 84, 86] \\ \cline{2-5}  & & & YouTube & YouTube has a special section dedicated to teachers and how to teach with it. TeacherTube has tabs for documents and audio, and they are one of the more useful resources within it. & [82, 83, 84, 86] \\ \cline{2-5}  & & & Facebook & Teachers can use these tools to share created content with a group of students. & [82, 83, 84, 86] \\ \hline \multirow{5}{*}{Listening and responding} & & & Teachers can use these tools to share created content with a group of students. & [82, 83, 84, 86] \\ \cline{2-5}  & & & Teachers & All the social media tools now can connect and communicate through many features such as commenting and liking posts and sharing. Teachers can use these features to reach and comment on posts that need collaboration. & [82, 86] \\ \cline{2-5}  & & & & With this tool, teachers can view multiple timelines in one easy interface, schedule tweets for posting in the future, and build tweet collections. & [84, 86, 89] \\ \cline{2-5}  & & Video & Zoom Application & Teachers can use these tools to discuss with peers or students. & \\ \cline{2-5}  & & & & & \\ \cline{2-5}  & & & & & \\ \cline{2-5}  & & & & & \\ \hline Content analyzing and comparing & & Teachers can create a page to see the students’ engagement and analyze the views and comments among the different posts for future improvements. & [84, 86, 91] \\ \hline \hline \end{tabular}
\end{table} 
Table 7: PTE guide for social media. while using one of the five identified nontraditional teaching methods. We established significant examples of PTE applications through activities, tool types, examples of tools, and examples of the use of such tools according to the selected five nontraditional teaching methods. This involves the teacher in the students' formal and informal learning. The study contains some limitations.