This study explores the effectiveness of wikis in a teaching course in teacher formation and its pedagogical implications with the aim of determining whether wikis will influence the learning experiences and the learning out-comes of the students in a middle-income, post-communist country as Albania. For this, we implemented student-generated wikis into a master’s course on teaching and examined student reflections on their learning outcomes and other pedagogical effects. A mixed method methodology was employed. The findings of the study were informed by triangulating data from the analysis of the student-generated wikis, students’ reflections on the experience, as well as a comparison of the learning outcomes based on the exit exams of this group of students and the group of the prior academic year. Our data suggest that wikis help support collaborative learning, but at the same time they also encourage independent thinking. Teachers’ authority is minimized, empowering students’ ownership and authorship, leading to a continuous process of modification and improvement through interactions among group members via wikis. The data present compelling evidence in favor of wikis, as an organic tool to facilitate co-constructed learning which students seem to enjoy.

One of the most important institutions which affects the development and education of individuals in society is the school. The territory of schools needs to be safe from any form of violence, including bullying. Bullying in itself is a phenomenon that is defined as a behavior which occurs when an individual or a certain group of individuals, taking advantage of their power or authority, seek to impose, persecute, abuse, or intimidate the weaker ones repeatedly (Dema, 2007). Given that various studies consider bullying to be quite widespread (Haka & Pervizi, 2007 and Boyle, 2003), central and local institutions in Albania but also school leaders, are committed to prevent and fight this phenomenon. The main purpose of this study is to identify the most typical cases and to give suggestions on how to cope with and avoid bullying at school. The selected research method is the qualitative one, using data triangulation, such as literature review, interviews with the directors and focus groups with schools in Tirana district which has about 40 percent of the population at the national level, with a total of 997,380 inhabitants (General Directorate of Status Civil, Ministry of Interior, March 2011). In this study, semi-structured interviews were conducted with 21 directors from 81 schools in the region of Tirana, including public and private schools, as well as a focus group with 5 directors and 5 security officers from schools with the highest number of students in the district of Tirana. The results of the study show that bullying is widespread in 80 percent of schools and the most present form of bullying is verbal and social, but the physical and cyber forms cannot be neglected. Bullying occurs in the form of student to student in 87 percent of cases, student to teacher in 47 percent of cases and teacher to student in 33 percent of cases. One of the most frequent variables of bullying is the educational level of parents with 33 percent and the family economic situation which accounts for 40 percent. The given results were generated from the analysis of data where 6 of the respondents answered that the family and its economic situation are both considered as determining factor in the emergence of bullying. How can such a phenomenon be prevented? The given study suggests: teachers training should be conducted, open hours with students, parents should be involved in these issues as part of the solution, building a close partnership with the school, meetings and awareness campaigns should be carried out between teachers, parents and students, also including other actors such as the psychologist and the security officer of the school.

The construction of the future school has been a priority for a decade of more than 55 states worldwide. The new way of doing school is now the subject and the centralization of restructuring the whole educational system. Technological innovations aren't outside school anymore but they are just inside of it. Access in informative resources through Il Cloud Computing is now eminent. The main purpose of this research, in this view, is to examine and analyze either the Albanian educational system is nearer or further in facing the immediate challenge of digitalization in the educational process. This analysis is based in one of the most important actors and factors of the system that is the teacher.This article aims at giving an overview of the perception of teachers related to the formative needs and the relationship between formative needs and their attitude toward digital school. Statistical analyzes were performed using SPSS program, and more precisely, the relationship between these factors was revealed using general linear regression model.In conclusion, from the statistical analysis is revealed that there exists a positive relationship between perception of teachers related to the formative needs and their attitude toward digital school. Therefore adequate training on the operation and use of the technology in network would affect the new model of school, then the digital school.