Google Classroom is a compelling case study of how an e-learning platform can reflect different pedagogical approaches, primarily serving as a tool for didactic/mimetic and authentic/synthetic learning, while requiring intentional design by the teacher to facilitate transformative/reflexive pedagogy. The platform's core functionalities—allowing teachers to post assignments, quizzes, and digital lectures for students to complete and submit—primarily support a didactic/mimetic model where learning is about the efficient delivery and reproduction of information. This reflects a traditional "banking" approach, albeit in a digital format. However, its seamless integration with other Google Workspace tools (Docs, Slides, Sheets) allows it to facilitate a more authentic/synthetic dynamic. Through collaborative projects and shared documents, students can combine diverse information, ideas, and perspectives to co-create a new, coherent product, moving beyond mere imitation to active construction. The extent to which Google Classroom enables transformative/reflexive pedagogy is the most limited, as the platform lacks built-in features for self-reflection or deep personal inquiry. While a creative educator can leverage its collaborative features to prompt discussions that encourage students to examine their own biases and assumptions, the technology itself does not inherently drive this kind of learning. In this sense, Google Classroom is a versatile tool, but its pedagogical orientation ultimately depends on the curriculum's design and the educator's specific intent.