Media technology is increasingly used in education to transform the teaching and learning process. Tools such as videos, quiz and competition applications, animations, and interactive presentations make teaching more likeable and increase students’ engagement. These technologies help them acquire new knowledges faster and more deeply, and contribute to a better understanding of complex concepts. However, the successful use of media technology in the classroom depends on the preparation of teachers to recognize and use these tools. Teachers need ongoing training to help them adapt to the rapid developments in technology and to use these tools effectively. This requires well-thought-out policies, strategies, and investments in the use of media technology in the classroom. This study aims to identify the challenges and needs that Albanian teachers face when using media technology in schools. A survey of teachers will help identify their difficulties and suggest solutions for more effective use. In addition, classroom observations will be conducted where media technology is part of the teaching process. The study is based on several educational theories such as Richard Mayer’s multimedia learning theory, Lev Vygotsky’s constructivist learning theory, David Kolb’s experiential learning theory, Albert Bandura’s social learning theory, John Sweller’s cognitive load theory, and of many others. Theories and surveys in this field show that multimedia learning is not simply the presentation of information through technology, but a learning system, different from the traditional one. The use of technology in the classroom requires the development of well-defined educational policies and strategies, as emphasized in UNESCO and OECD reports. Ongoings teacher training in the proper use of these technologies plays a critical role in the success of the technology-based instructional process.