Using digital tools to solve pedagogical problems

Site:	Loomen za stručna usavršavanja
Course:	Digital Technologies for Communication, Collaboration and Professional Development
Book:	Using digital tools to solve pedagogical problems

Printed by:	Gost (anonimni korisnik)
Date:	Sunday, 22 February 2026, 6:23 PM

Description

This activity will clarify the use of digital tools for solving pedagogical problems.

1. Introduction
2. Identification of pedagogical problems
3. Choosing the right tool
4. Implementation and performance monitoring
5. Feedback and reflection on the usefulness of the tool
6. Conclusion
7. References

1. Introduction

In higher education, digital tools are increasingly recognized as key resources for improving teaching and solving various pedagogical challenges. They enable teachers to respond to the complex needs of heterogeneous student groups and to shape a flexible and inclusive environment. It is important to emphasize that their effectiveness stems not from the mere existence of technology, but from thoughtful pedagogical design and integration of tools into the teaching process.

A pedagogical problem in higher education refers to a clearly identified challenge in the teaching process that hinders the achievement of educational goals. Such problems may include low student motivation, poor participation, ineffective feedback, reduced discussion activity, unclear communication channels, insufficiently structured assignments, or lack of student involvement in the teaching process.

There are only a few students in the classroom. Some are preoccupied with their own content, others are uninterested.

An example of a real pedagogical problem in the higher education context would be, for example, a continuously low rate of completion of mandatory tasks in the course, without a clear reason or without a response from the teacher. Another example can be the lack of adaptability of the material to students with different levels of prior knowledge.

These problems are not only the result of student preferences, activities and characteristics, but also signs that indicate that the materials, methods, activities or organization of teaching are not effective or do not meet their needs and need to be changed.

In this context, pedagogical intervention is a conscious and planned action by teachers that involves adapting strategies, tools or content to improve the quality of teaching and learning. Digital technology in this process plays the role of a tool that enables intervention, but is not a solution in itself. For example, if a problem of low student engagement in a discussion is identified, a teacher can implement a digital tool such as Mentimeter to anonymously collect opinions, thereby encouraging engagement without fear of exposure.

To understand this terminology, it is useful to consult relevant sources that shed light on the context and importance of pedagogical interventions in higher education:

2. Identification of pedagogical problems

The first and most important step in using digital tools is to clearly identify pedagogical problems. For the chosen tool to have a meaningful and beneficial impact, it is necessary to first understand the causes of the challenges that students and teachers face. Pedagogical problems are not just momentary difficulties or behaviors that interfere with teaching, but deeper obstacles that affect the quality of teaching and learning.

For example, using a mobile phone during a lecture or being inactive in a discussion do not in themselves constitute a pedagogical problem.

Such behaviors are often signs of deeper challenges, such as low motivation, a sense of disconnection from the content, lack of interaction, or unclear expectations. Therefore, it is important not to stop at the observed behavior, but to thoughtfully analyze what lies behind it.

In the higher education context, we most often identify three areas of challenge: motivation, active participation, and presence. Students' motivation can decline if the teaching is monotonous, too theoretical, or lacks a clear connection to their future professional experience. In large groups, students can easily feel passive and anonymous.

Furthermore, the disruption of classes can be a consequence of the lack of a clear structure, the absence of agreed communication rules or ineffective work methods. Such circumstances make it difficult to concentrate and reduce student engagement. A frequent challenge is the frequent absence of students, which may be related to their work obligations, time constraints or the accessibility of teaching materials.

Student za radnim stolom kasno kod kuće leži na knjigama i bilježnici zbog nedostatka vremena ranije u danu i drugih obaveza.

3. Choosing the right tool

Once the pedagogical problems are clearly defined, the next step is to select the digital tool that best suits the specific situation. This process requires reflection on the teaching objectives, student profile, and course delivery conditions. In the higher education context, tools are chosen not only based on functionality, but also on how well they facilitate inclusivity, accessibility, and active participation.

gamification and interactivity tools can be extremely useful. Platforms like Kahoot, Quizizz , or Mentimeter bring a game element to the lesson and create a competitive spirit that increases student engagement. These tools help the teacher check the understanding of the material in real time and make the lesson more dynamic.

In the case of disruptions to teaching, tools for structuring communication are the solution. For example, Microsoft Teams or Slack allow for the organization of discussions in channels, clearly separating formal questions about the material from general comments. This reduces the number of interruptions during the lecture, while still giving students space to express themselves and collaborate.

For the problem of frequent absences, e-learning systems such as Moodle LMS or Google Classroom are most suitable. They allow the publication of lecture recordings, teaching materials and assignments, thus ensuring continuity of learning for students regardless of physical presence.

4. Implementation and performance monitoring

After selecting a suitable digital tool, the key step is to implement it in the teaching process. The mere availability of the tool does not guarantee success; it is necessary to devise a clear plan for its use, define the rules and timeframe, and explain the purpose and method of operation to students. In higher education, where groups are often large and heterogeneous, implementation requires particularly careful planning.

For example, if a teacher uses Kahoot to increase motivation, they need to decide whether quizzes will be short knowledge tests at the end of each lesson or a final review of the unit. When using Microsoft Teams or Slack, it is necessary to agree on communication rules in advance, for example, that exam-related questions are asked in a separate channel, while general comments are placed elsewhere. When using the Moodle LMS, it is important to clearly explain to students how and when they should submit assignments and where they can find lecture recordings and additional materials.

Performance monitoring is done using the analytical capabilities offered by the tools. Moodle LMS records the frequency of logins, assignment submissions, and quiz results; Kahoot automatically generates performance statistics; Teams shows the level of participation in discussions. Based on this data, the teacher assesses whether the tool has really contributed to solving the problem.

5. Feedback and reflection on the usefulness of the tool

The final stage in the use of digital tools in higher education is to collect feedback and reflect on their usefulness. Without this step, it is difficult to assess the real impact of the tool on the pedagogical process and make decisions about its further implementation. Feedback can be collected formally, through surveys in the Moodle LMS or Google Forms, or informally, through discussion forums, online discussions, or short oral comments in class.

In the higher education context, it is especially important to allow students to express their opinions anonymously, as this increases honesty and reduces fear of negative consequences. Teachers can, for example, ask students if Kahoot quizzes made them feel more motivated, if Teams helped them better follow communication, or if the Moodle LMS really made it easier to catch up on missed lectures.

Student kod kuće ispunjava anonimnu anketu na pametnom telefonu.

Figure 4. Improving teaching with digital tools

Reflection on the part of the teacher involves comparing the initial goals with the results obtained. If the goal was to reduce the number of absences, the teacher can analyze whether students using recordings and materials in the Moodle LMS achieved better success. If the goal was to increase motivation, the activity of students and the quality of their responses are compared. This process allows for an informed decision to be made about whether to keep, adapt or replace the tool, making digital technology a continuous tool for improving teaching.

6. Conclusion

Digital tools in higher education represent an important resource for solving specific pedagogical problems, but their effectiveness depends on a thoughtful and systematic approach. The process begins with a clear identification of the problem, whether it is reduced motivation, disruption of classes or frequent absences. Only when the causes and consequences of these challenges are understood, it is possible to select the appropriate tool. In doing so, it is important to harmonize the functionality of the technology with the pedagogical goals and specifics of students in the higher education environment.

The implementation and monitoring phase is equally crucial, as the decision to use a tool alone will not lead to change if there are no clear rules, instructions, and analytical monitoring of results. Digital platforms offer rich possibilities for evaluating participation and performance, and this information helps teachers make pedagogical decisions.

Finally, feedback and reflection allow the entire process to be closed and reopened in the form of continuous improvement. Students' experiences help teachers understand the true value of the tool, while reflection allows for critical insight and prevents technology from being used merely for form.

7. References

Adarkwah, M. A. i Huang, R. (2023). Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on. British Journal of Educational Technology, 54, 1484–1504. https://doi.org/10.1111/bjet.13352
Haugom, E. (2022). The effect of changing from campus-based to digital teaching on student attendance: A case study of norwegian business students. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11307
Li, Y., Chen, D. i Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLoS ONE 19(1): e0294350. https://doi.org/10.1371/journal.pone.0294350
McGarr, O. (n.d.). Teacher educators’ views and responses to digital distraction in pre-service teacher education - sciencedirect. Teaching and Teacher Education. https://www.sciencedirect.com/science/article/pii/S0742051X24002336
Nabung, A. (2024). The Impact of Multitasking With Digital Devices on Classroom Learning: A Critical Review on the Future of Digital Distraction in Education. US-China Education Review A. 14. https://doi.org/10.17265/2161-623X/2024.06.005
Zhang, X., Qian, W. i Chen, C. (2024). The effect of digital technology usage on higher vocational student satisfaction: The mediating role of Learning Experience and Learning engagement. Frontiers in Education 9. https://doi.org/10.3389/feduc.2024.1508119.
Zou, Y., Kuek, F., Feng, W. i Cheng, X. (2025). Digital Learning in the 21st Century: Trends, Challenges, and Innovations in Technology Integration. Frontiers in Education 10. https://doi.org/10.3389/feduc.2025.1562391