background-color: rgb(255, 255, 255); color: rgb(15, 17, 20);">In my Grade 6 class, one e-learning practice that has really evolved is my use of Google Classroom. At first, I used it in a very traditional way posting PowerPoint slides, uploading PDFs, and giving quizzes through Google Forms. Looking back, that stage clearly reflected didactic/mimetic pedagogy. I was still the main source of knowledge, and my pupils were mostly receivers. The technology simply became a digital version of my old lecture method. They completed tasks, but interaction was minimal, and learning was more about compliance than understanding.As I became more comfortable with the platform, I started shifting toward authentic/synthetic pedagogy. Instead of just posting notes, I began designing activities where pupils worked together in shared Google Docs, created short video explanations of Science concepts, and commented on each other’s outputs. For example, in a lesson about ecosystems, I asked them to document real plants and animals they observed around their homes and upload photos with descriptions. They were no longer just reading about ecosystems—they were connecting the lesson to their actual environment. I noticed that even my quiet pupils participated more because the online space felt less intimidating than speaking in front of the class.The most meaningful change happened when I began using reflection prompts and choice-based tasks, which moved the practice toward transformative/reflexive pedagogy. After each activity, I asked questions like, “What was difficult for you?” or “How did this activity change the way you see your surroundings?” Some pupils shared that they started noticing how improper waste disposal affected the small organisms near their homes. Their responses showed not only understanding but also personal meaning-making. At that point, technology was no longer just a delivery tool it became a space for voice, agency, and critical thinking. Through this experience, I realized that e-learning tools do not automatically transform learning. The pedagogy behind them determines whether they remain didactic or become authentic and transformative. For me, Google Classroom became powerful only when I used it to let my pupils collaborate, reflect, and connect lessons to their real lives. That shift also transformed me from a content uploader to a facilitator of deeper learning. Reference: https://www.coursera.org/learn/newleaning/lecture/E4WLq/the-social-context-of-transformative-pedagogy

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My Journey with Google Classroom in a Grade 6 E-Learning Space