Technology-enabled collaborative learning can actually reduce teacher workload by providing students with more opportunities to learn from each other and by automating certain tasks, such as grading.

Face-to-face collaborative learning is not a type of technology-enabled collaborative learning because it does not involve the use of technology.

Technology integration is not a key element of effective technology-enabled collaborative learning because it is simply the process of using technology in the classroom. The other three elements are more important for creating a collaborative learning environment.

Arguing is not a type of peer interaction that can occur in technology-enabled collaborative learning because it is not a productive way to learn. The other three types of peer interaction are all positive and can help students to learn from each other.

Creating a positive learning environment is not a challenge of technology-enabled collaborative learning because it is something that teachers should always strive to do, regardless of whether or not they are using technology. The other three challenges are all specific to technology-enabled collaborative learning.

Having students compete against each other is not a way to promote peer interaction in technology-enabled collaborative learning because it creates a negative learning environment. The other three strategies are all positive and can help students to learn from each other.

Administering quizzes and tests is not a way to assess student learning in technology-enabled collaborative learning because it does not measure students' ability to collaborate with others. The other three strategies are all valid ways to assess student learning in this context.

Grading students on their individual work is not a best practice for teachers when using technology-enabled collaborative learning because it does not encourage students to collaborate with each other. The other three strategies are all positive and can help teachers to create a successful collaborative learning environment.

Increased student anxiety is not a benefit of peer interaction in technology-enabled collaborative learning because it can make it difficult for students to learn. The other three benefits are all positive and can help students to learn from each other.

Word processors are not a type of technology that can be used to support technology-enabled collaborative learning because they do not allow students to collaborate with each other in real time. The other three technologies can all be used to support technology-enabled collaborative learning.

Having students use social media to connect with each other is not a way to use technology to promote peer interaction in technology-enabled collaborative learning because social media is not a platform that is designed for educational purposes. The other three strategies are all positive and can help students to learn from each other.

Preventing students from cheating is not a challenge of peer interaction in technology-enabled collaborative learning because it is not a problem that is unique to this type of learning. Cheating is a problem that can occur in any learning environment, regardless of whether or not technology is used. The other three challenges are all specific to peer interaction in technology-enabled collaborative learning.

Using technology to monitor student activity is not a way to overcome the challenges of peer interaction in technology-enabled collaborative learning because it does not address the root causes of these challenges. The other three strategies are all positive and can help teachers to create a successful collaborative learning environment.

Administering quizzes and tests is not a way to assess the effectiveness of technology-enabled collaborative learning because it does not measure students' ability to collaborate with others. The other three strategies are all valid ways to assess the effectiveness of this type of learning.

Having students use social media to connect with each other is not a way to use technology to support peer interaction in technology-enabled collaborative learning because social media is not a platform that is designed for educational purposes. The other three strategies are all positive and can help students to learn from each other.