The Use of Web Tools in Education: A Case Study in a Secondary School in Montenegro

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.