Technology-mediated learning does not inherently lead to meaningful transformation—it depends on the pedagogical choices and social contexts in which it operates. Cope and Kalantzis (2017) propose that e-learning ecologies can foster dynamic, participatory learning through principles like multimodal communication, collaborative intelligence, and recursive feedback. These affordances challenge traditional, transmission-based models of education. Yet, in their 2015 chapter, they also warn that machine-mediated learning can reinforce narrow assessment practices and depersonalized instruction if adopted uncritically.I believe technology holds immense potential to reshape learning, but only when guided by inclusive, learner-centered design. Adaptive platforms and AI tools may personalize learning paths, but without thoughtful integration, they risk reducing education to algorithmic efficiency. The Community update illustrates this duality—digital tools expanded access during disruption, but also revealed systemic inequities and gaps in digital literacy.

In the end, the power of technology in education lies not in the tools themselves, but in how educators and learners use them to co-create knowledge, foster equity, and build meaningful connections. Change is not a given—it must be cultivated.

Works Cited
Cope, Bill, and Mary Kalantzis. e-Learning Ecologies: Principles for New Learning and Assessment. Routledge, 2017.
Cope, Bill, and Mary Kalantzis. “Assessment and Pedagogy in the Era of Machine-Mediated Learning.” Education as Social Construction, edited by T. Dragonas et al., Worldshare Books, 2015.