Gross (2009) described in his article that people are very frequent in use of media

and modern technologies in communication at home or at work and feel hard to

survive in the absence of modern means of communications. With the advent
rapid new technologies; digital societies are shaping all across and people are
relying mainly on these resources from information, education, and entertainment
to social interaction. The same are shaping social attitude in dealing with each
other. The reformed digital cultures and multi resources of communications have
severe effects on human beings especially on children; who have the immediate
capacity of learning. Technologies usability among youngsters and adolescent
such as TV, Internet, mobile phones are common particularly in developed
countries (Gross, 2009).
Technology enhanced learning (TEL) aims to design, develop and test socio-
technical innovations that will support and enhance learning practices of both
individuals and organizations. It is therefore an application domain that generally
covers technologies that support all forms of teaching and learning activities.
Since information retrieval (in terms of searching for relevant learning resources
to support teachers or learners) is a pivotal activity in TEL, the deployment of
recommender systems has attracted increased interest. This chapter attempts to
provide an introduction to recommender systems for TEL settings, as well as to
highlight their particularities compared to recommender systems for other
application domains (Koper et al., 2010).
One study that was conducted to determine whether Wiki technology would
improve students’ writing skills in a college English as a foreign language writing
class showed benefits to using Wiki technology. Students were invited to join a
Wiki page where they would write and 5 post passages and then read
and respond to the passages of their fellow classmates. Students participating in
the study reported that their receiving immediate feedback from the instructor was
a benefit of using this form of technology. Students in the study also reported
learning vocabulary, spelling, and sentence structure by reading the work of their
classmates (Lin & Yang, 2011).
 Another study found that integrating technology and peer-led
discussions of literature can produce increased student engagement and
motivation. Technology used in these small group discussions of literature
includes wikis, online literature circles, and online book clubs. With these
technologies, students were able to connect with readers from other schools,
states, and even other countries. This type of technology is an assessable and
motivational way to expose students to other ideas and cultures. These online
literature discussions have the ability to create a sense of community and foster
positive social interaction (Coffey, 2012).
The use of technology in education has significantly aided students in performing
their school-related tasks. Clegg and Bailey (2008) assert that with the utilization
of mobile devices such as laptops and tablet computers, the learning process for
the students become more fun and conducive due to the user-interactivity and
appealing visuals present in these learning tools. Additionally, a vast
collection of learning games and applications exist for these mobile
devices, and as a matter of fact, there are about 96,000 educational applications
available (App Store Metrics, 2013).
The data collected by Apps in Education (2012) confirmed that the subject areas
covered by these applications include Mathematics, Sciences, Grammar and
Spelling and Arts and Humanities (Clegg & Bailey, 2008).
In the Philippines, President Benigno Aquino announced during the launch of the
country’s K-12 curriculum that the government eyes the use of tablet computers in
public schools in lieu of traditional textbooks (Enterprise Innovation, 2012).
Furthermore, there exist various programs by the government, non-government
organizations and private corporations in the Philippines that aim to provide one
laptop computer per child. With the presence of laptops in the classrooms,
students become more engaged and involved in school-related activities (Oquias,
2011).