Google Classroom Through Different Pedagogical Lenses
Google Classroom use in Philippine schools is one of the e-learning practices that demonstrate various pedagogical strategies. Didactically/mimetically, it enables instructors to place lectures, modules and quizzes in a teacher-centered, orderly fashion imitating the classroom environment online. Authentically/synthetically, it promotes group work, peer assessment, and real-world problem-solving activities in which students synthesize information and use it in a meaningful manner. Lastly, it may be transformative/reflexive when applied to reflective journals, discussion boards, or community based projects that force the students to critically evaluate their own learning and relate it to larger social concerns. To what degree it accomplishes these, however, is largely dependent on how the activities are designed and facilitated by teachers, whether the teachers stick to the focus of content covered, or they consciously engage in combining collaboration, reflection and social responsibility.
Reference:
Kalantzis, M., & Cope, B. (2012). New Learning: Elements of a Science of Education. Cambridge University Press.
Department of Education (DepEd). (2020). DepEd Commons and Google Classroom Integration for Blended Learning.

• Jaramie Villacarlos

Didactic/Mimetic Pedagogy in Padlet

E-learning technologies are often praised for their potential to transform education, but their actual pedagogical impact depends on how they are used. In a didactic or mimetic approach, knowledge is transmitted from teacher to student, and learning is often passive. Padlet can be used in this way when teachers post information for students to consume without interactive elements—for example, using Padlet as a static noticeboard with lesson materials, links, and instructions.

In such cases, the platform functions merely as a digital extension of traditional classroom methods. The teacher remains the central authority, and students are recipients rather than co-constructors of knowledge. Although convenient for content distribution, this usage limits Padlet’s pedagogical potential.

• Allita Verhees

In the article by Cope and Kalantzis about assessment and pedagogy, there is a section about individualized learners and another section about different learners. This is a common juxtaposition that should be addressed in all educational settings. There are times where students need to learn on their own for themselves. They may choose how they learn material. They may choose to do the homework to help prepare them for an assessment, or they may choose to glance over it and not waste their time if they already know how to do the problems. There are also students who need an individualized educational plan. Those students need special accommodations to help them be successful in an educational setting since they have some type of deficiency. No matter the circumstances, all the students in these individual learning environments are learning the same concepts the same way.
The different learning section presents the idea that even though students need to learn in different ways, they are all still assessed with standardized tests. This is one of the biggest hardships for some students in a public school. Not all students are testing at the same level. They should not have to take the same exact test if teachers are supposed to be differentiating their instruction since everyone learns differently.

• Michelle Dec

This is a well-argued and nuanced take on the dual potential of LMS platforms. I appreciate the emphasis on how pedagogy—not just technology—determines the quality of the learning experience. The contrast between transmission-based and transformative learning models is especially compelling. It might be interesting to explore specific examples of LMS implementations that successfully support student agency and collaboration, as well as barriers educators face in moving beyond traditional models.

• Allita Verhees

Update:
The Bill Gates article about American Schools states that the basic building blocks of better high schools are Rigor, Relevance, and Relationships. This is so true. There needs to be more rigor in schools so that students are challenged and do not give up so easily. They should be challenged since they will encounter different challenges throughout their lives, and they cannot just give up when things get tough. Rigor is important to push students to do better and learn more. Relevance is also important because students need to feel like whatever concept they are learning can relate to them in some way. This helps students learn better if they can make those connections. The meaningful connections make them feel like the content matters to them, and they are able to obtain the knowledge in a meaningful way to retain it better. Relationships are also important to build in a high school. Students should have good relationships with their teachers to learn better. It is difficult for students to learn in an environment where they think their teacher is judging them or does not like them. By creating better relationships, high schools can be better overall allowing students to learn content better.

• Michelle Dec

Una idea que destaco de Dragonas, T., Gergen, K. J., McNamee, S., & Tseliou, E. (2015). es que la tecnología en la educación no tiene un valor en sí misma, sino en lo que hacemos con ella. Me hizo pensar que como docente no basta con incorporar herramientas digitales; lo fundamental es cómo las oriento para construir experiencias de aprendizaje más humanas, críticas y colaborativas. Esto me impulsa a asumir una mayor responsabilidad pedagógica y a cuestionar las prácticas evualuativas que, auqneu modernizadas, pueden seguir reproduciendo desigualdades si no se transforman desde su raíz.
Qué opinan uds? @Huong Luong,@Carla Mendonca,

• Julio César Granados Muñoz

One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?

• Huong Luong

You’ve hit on a crucial point from Cope and Kalantzis. I’ve seen both sides in practice: for example, some online courses simply replicate lectures and quizzes, while others use collaborative tools like Padlet or peer review forums to foster real engagement and co-construction of knowledge. I’m curious—what do you think are the key design elements that shift a learning experience from merely digital to truly transformative?

• Allita Verhees

One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?

• Huong Luong

One stand-out idea from the readings by Cope and Kalantzis is that technology does not automatically transform learning; instead, it depends on how we design and use technology-mediated environments.
The concept of machine-mediated learning highlights a critical tension: while technologies can reinforce traditional didactic models (e.g., automated testing, rigid content delivery), they also offer opportunities for deeper, more reflexive engagement when thoughtfully applied.
@Everyone: In your experience, have you seen examples where educational technologies truly enabled transformative learning rather than just digitized old methods?

• Huong Luong

Both are need of era

• Almas Shoaib

The approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners.

• Carla Mendonca

The approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners.

• Carla Mendonca