THE USE OF WEB TOOLS IN EDUCATION: A CASE STUDY IN A SECONDARY SCHOOL IN MONTENEGRO

Bozidar Ilic

doi:10.58898/ijmt.v4i2.95-106

Authors

Bozidar Ilic Public Institution Secondary mixed school 'Mladost', Tivat, Montenegro

DOI:

https://doi.org/10.58898/ijmt.v4i2.95-106

Keywords:

web tools, educational technology, e-learning, digital literacy, information and communication technology (ICT), Web 2.0, Web 3.0

Abstract

This review examines the role of web-based tools in contemporary education by integrating recent research (2020–2025) and illustrating practice through a survey of 120 teachers at a secondary school in Montenegro. After outlining the evolution of the web (from Web 1.0 to Web 3.0) and key categories of educational tools (learning management systems, collaboration platforms, video-conferencing, game-based quiz systems, social media), we synthesize findings from recent systematic reviews and empirical studies. These show that digital tools generally have positive effects on student engagement, motivation, conceptual understanding, and academic performance, provided they are integrated purposefully and supported by infrastructure and teacher training. In our school-level survey, teachers reported intensive use of Microsoft Teams, PowerPoint, YouTube, and messaging apps (Viber/WhatsApp), alongside growing interest in interactive platforms such as Kahoot. They expressed mainly positive attitudes toward web tools, but also noted challenges related to technical issues, workload, and unequal student access. Taken together, the literature and case findings indicate that web tools are now integral to teaching, yet their success depends on pedagogically informed design, teacher digital competence, institutional support, and attention to equity and privacy. The paper concludes with implications for practice and proposes directions for future research on the pedagogical and organizational conditions that sustain and make technology integration effective.

Downloads

Download data is not yet available.

References

Adhikari, S., Sapkota, S., Shrestha, R., & Shrestha, A. (2024). Students’ assessment of digital technologies in nursing education. Journal of Nursing Education and Practice, 14(6), 47–56. https://doi.org/10.5430/jnep.v14n6p47 and this is [10] A literature review of the use of Web 2.0 tools in Higher Education | Request PDF https://www.researchgate.net/publication/47343391_A_literature_review_of_the_use_of_Web_20_tools_in_Higher_Education

Al-Maroof, R. S., Alhumaid, K., Akour, I., & Salloum, S. A. (2021). Responses to COVID-19 in higher education: Students’ learning experience using Microsoft Teams versus social network sites. Sustainability, 13(18), 10036. https://doi.org/10.3390/su131810036

Fathian, M., Khodabandelou, R., & Karampour, M. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 28, 16141–16167. https://doi.org/10.1007/s10639-023-11647-2

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004

Kreijns, K., Kirschner, P. A., Vermeulen, M., & Van Buuren, H. (2024). Between customisation and simplicity: A student-led comparative study of educational platforms. European Journal of Education, 59(2), 345–362. https://doi.org/10.1111/ejed.70320

Miras, S., Ruiz-Bañuls, M., Gómez-Trigueros, I. M., & Mateo-Guillen, C. (2023). Implications of the digital divide: A systematic review of its impact in the educational field. Journal of Technology and Science Education, 13(3), 936–950. https://doi.org/10.3926/jotse.2249

OECD. (2025). Digital divide in education. https://www.oecd.org/en/topics/sub-issues/digital-divide-in-education.html

Osorio Vanegas, H. D., Segovia Cifuentes, Y. M., & Sobrino Morrás, A. (2023). Educational technology in teacher training: A systematic review of competencies, skills, models, and methods. Education Sciences, 15(8), Article 1036. https://doi.org/10.3390/educsci15081036

Özdemir, O. (2024). Kahoot! game-based digital learning platform: A comprehensive meta-analysis. Journal of Computer Assisted Learning. Advance online publication. https://doi.org/10.1111/jcal.13084

Pérez, E., Manca, S., Fernández-Pascual, R., & McGuckin, C. (2023). A systematic review of social media as a teaching and learning tool in higher education: A theoretical grounding perspective. Education and Information Technologies, 28, 11921–11950. https://doi.org/10.1007/s10639-023-11647-2

Sobaih, A. E. E., Salem, A. E., Hasanein, A. M., & Abu Elnasr, A. E. (2021). Responses to COVID-19 in higher education: Students’ learning experience using Microsoft Teams versus social network sites. Sustainability, 13(18), 10036. https://doi.org/10.3390/su131810036

UNESCO. (2025, March 31). UNESCO spotlights how digital learning can promote equity in low-resource contexts. UNESCO. Retrieved from https://www.unesco.org/en/articles/unesco-spotlights-how-digital-learning-can-promote-equity-low-resource-contexts

Van Zanten, A., Arif, M., & Greeven, S. (2022). Understanding the role of digital technologies in education: A review. Digital Education Review, 3, 1–12. https://doi.org/10.1016/j.digedu.2022.100013

Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12, Article 621. https://doi.org/10.1057/s41599-025-04787-y

Zhang, X., Li, M., & Chen, Q. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12, Article 87. https://doi.org/10.1057/s41599-025-04787-y