With the growing reliance on information technology, new trends were marshaled in the field of education to produce graduates endowed with 21st century skills. It is unequivocal that collaborative e-learning encourages teachers to innovate for the enhancement of students' learning. In furtherance of the ongoing teaching-learning upgrades, this study aimed to evaluate the use of Toondoo as a tool for collaborative e-learning to selected education students. Specifically, this study determined the extent to which Toondoo has promoted students' collaborative e-learning, and identified the influence of Toondoo to students' learning. Using descriptive-correlation design, results showed that students exhibit positive attitudes on the use of Toondoo. Results further revealed that Toondoo has significantly influenced students' performance, albeit they differ according to their attitudes toward the employment of Toondoo.

With the increasing dependence on internet sources, educational web tools have offered teachers with various opportunities to investigate the most appropriate educational tools to suit their students’ learning preferences. Undeniably, students in this digital age need to learn how to effectively and efficiently create, collaborate and share new information on the web through the use of different tools available on the web for lifelong learning.
In response to this need, an empirical study on educational web tools as a technique to enhance student’s learning was conducted. Hence, the aim of this paper was to determine the students’ attitudes, skills and benefits they may have experienced during the conduct of their web tool activities in selected education subjects.
The results showed that students demonstrate positive attitudes on the use of educational web tools. Results further revealed that the students’ skills and the benefits they have experienced differ according to their attitudes toward the use of educational web tools in the subject. Based from the findings, conclusion has been drawn regarding the use of educational web tools to support the teaching-learning process.
Finally, this paper is supported by an actual student’s output, which can be found in the website (http://robles2011.blogspot.com/).

With the fast developing and changing transport of technology, new trends and learning opportunities were ushered in the field of Education. This transformation restructures the teaching-learning operation. As a result, educators encounter different learning preferences of students due to the emerging learning needs brought by technology. Although many universities here and abroad recognize the potential of blended learning, there is still lack of implementation on how blended learning be planned, designed and applied. 
In response to this need, an empirical study on the use of blended learning approach was conducted, which involved the mixing of face-to-face and online delivery methods. Thus, the main purpose of this paper was to find out the effect of blended learning (BL) approach on the students' performance in education subjects.
Additionally, this work presents instructional strategies on how to effectively integrate content, pedagogy and technology to enhance the teaching and learning of education courses. This provided the most effective and efficient learning experiences on both teachers and learners with its practical applications against retailed software which often burden many universities. 
Finally, some implications on how to effectively blend pedagogy and technology, which inevitably lead to significant enhancement of the curriculum, were also discussed.