As a teacher, I really felt the big change in education when we shifted from face-to-face classes to online learning. Before the pandemic, I was used to teaching in a traditional classroom where I could see my students’ reactions right away, adjust my explanations, and build personal connections easily. However, when everything suddenly moved to e-learning, I had to learn new platforms like Google Meet and Google Classroom almost overnight.

At first, it was very challenging. I missed the usual classroom energy, the laughter, the group activities, and even the small talks before and after class. Teaching through a screen felt distant, and sometimes I wasn’t sure if my students were really following along. Internet problems and distractions at home also made things harder for them. This reflects what Abernathy (2007) and McGuinn (2006) describe as the pressures and challenges educators face when systems of learning rapidly change, forcing teachers to adjust to new demands while still trying to maintain quality learning outcomes.

Over time, however, I discovered that online learning also opened new opportunities. For example, I started recording short video lessons that students could replay anytime if they didn’t understand the topic right away. I also learned to use Google Meet breakout rooms for small group discussions, which helped bring back some of the collaboration we lost from face-to-face learning. These experiences align with Haythornthwaite’s (2009) idea of “participatory transformations,” where technology does not just deliver content but reshapes the way teachers and students engage with learning communities.

Looking back, the shift from classroom to e-learning changed me not just as a teacher but also as a learner. It pushed me to be more adaptable, creative, and patient. In this sense, my role as a teacher has evolved into what Kalantzis (2006) calls “changing subjectivities,” where educators are no longer just transmitters of knowledge but also designers of new learning experiences that prepare students for a changing world. This transformation reminded me that education is not only about the method but also about the connection we build with our students, no matter the platform.

References
Abernathy, Scott Franklin. (2007). No Child Left Behind and the Public Schools. Ann Arbor, MI: University of Michigan Press.
McGuinn, Patrick J. (2006). No Child Left Behind and the Transformation of Federal Education Policy, 1965–2005. Lawrence, KS: University Press of Kansas.
Haythornthwaite, C. (2009). Participatory Transformations. In B. Cope & M. Kalantzis (Eds.), Ubiquitous Learning. Champaign, IL: University of Illinois Press.
Kalantzis, M. (2006). Changing Subjectivities, New Learning. Pedagogies: An International Journal, 1(1), 7–12.