This week we examined the ways in which technologies can be used depending upon the concrete social construction of education. The stand-out idea for me was that technology does not itself produce effects. Despite the fact that many new technologies are used in the education, the pedagogical mode remains the same. The example of “flipped class” is given to demonstrate that it still preserves the elements of didactic pedagogy. The teacher speaks and the learner keeps silence and even cannot raise hand while watching the video-lectures.
Then the professors develop the idea of work-focused pedagogy where we see the main difference. So the idea of the work-focused pedagogy is to promote the student to produce knowledge in his own rather just remember what he has been told by his teacher. In this regards, technologies in the twenty-first century should be used for the promoting the learners to receive knowledge as their own. The creation of the Scholar web learning environment is given to demonstrate how multiple perspectives of response assessment as peer review, self-review can be used. It is not just the teacher who gives his feedback at the end. In this way, we see how every student participates in the learning process through giving his feedback to his classmates’ papers.
In this regard, I would like to share with an interesting research on how technologies can change education in the classroom (https://www.oecd-ilibrary.org/sites/589b283f-en/index.html?itemId=/content/publication/589b283f-en). It is prepared by the OECD and in the Chapter 5 the learning analytics are examined. For example, the product of Chilean researchers Single Display Groupware is examined and author point out that it is very attractive for schools in developing countries because it only requires minimal equipment. So, the Single Display Groupware helps all the students in a class create knowledge together in an interactive way and it is mediated by the teacher. The author Pierre Dillenbourg also says that technology can be helpful in different ways. It is wrong to distribute massively equipment because it will not provide automatically learning goals. The main task is to provide teachers with scenarios describing which learning activities they ask their students to do with technology.

Technological advances also pose challenges for developing countries. They have to transform their education policy.

In this regard, I would like to parse the Padlet service as e-learning technology. It is one of the most popular online board tools today that is widely used in the schools. In Padlet any material can be placed on the board in electronic form. In my opinion, the functions that Padlet provides reflect didactic/mimetic, authentic/synthetic, and transformative/reflexive pedagogy.
Authentic and transformative pedagogy can be attributed to such an application function as the Padlet’s function to organize collective activities in real time and work with visual content can be attributed to authentic and transformative pedagogy.
The next function of Padlet to post materials from any source as well as from the Internet (photo, video, audio files) can be attributed to transformative pedagogy.
The function that provides each student to post their work on the board, and for the teacher to comment and evaluate each one, I think, reflects the didactic pedagogy.
In conclusion, I agree that today learners should design their own knowledge and not just to replicate received knowledge from memory.