1a.) Who owns the tool? What is the name of the company, the CEO? What are their politics? What does the tool say it does? What does it actually do?

Google Classroom is an online tool developed and owned by Google, a multinational technology company run by CEO Pichai, which prioritizes data collection and advertising revenue. The main purpose of Google Classroom is to streamline and simplify the process of sharing assignments between both teachers and students by providing teachers with a seamless platform to do so.

1b.) What data are we required to provide in order to use the tool? 

In order to use Google Classroom, the only variables of data you need to provide are:

  • Basic User Information: To register both students and teachers for the platform and course (this includes emails, names, and birthdates)
  • Educational Institution Information: To verify the authenticity of the course
  • Course Information: To set up the course

1c.) What flexibility do we have to be anonymous, or to protect our data? Where is data housed; who owns the data? 

Due to the way Google Classroom works, it is difficult for students to remain anonymous since anything a student shares with the teacher is also shared through the tool. The data is housed and owned by Google and follows all of Google’s data regulations and security measures to protect data.

1d.) What are the implications for in-class use? Will others be able to use/copy/own our work there?

The in-class use of Google Classroom for students is very effective because it provides them with a platform to communicate, collaborate, and share files on. Moreover, instructors can make it so that students’ assignments can either be shared privately or with the whole class.

2a.) How does this tool act or not act as a mediator for our pedagogies?

Google Classroom acts as a mediator as it provides a digital platform where teachers can share resources, facilitate discussions, and create/distribute assignments. Furthermore, it supports the implementation of various pedagogical approaches, including flipped classrooms, blended learning, and collaborative learning; as well as allowing teachers to customize content and activities to align with their own chosen pedagogical methods.

2b.) Does the tool attempt to dictate our pedagogies? 

Google Classroom does not attempt to dictate our pedagogies but instead allows teachers to choose and implement their own pedagogical strategies they want to use; only limited by the features the tool offers.

2c.) How is its design pedagogical? Or exactly not pedagogical?

Google Classroom is designed to support pedagogical activities but is not pedagogical in the sense of prescribing specific teaching methods, with its user-friendly interface allowing teachers to organize content, assign tasks, and interact with students easily. The tool is designed to promote communication, collaboration, and engagement, which are aligned with many contemporary pedagogical theories.

2d.) Does the tool offer a way that “learning can most deeply and intimately begin”?

Google Classroom can offer a way that “learning can most deeply and intimately begin” but only as a platform as the tool itself only provides a space for teachers and students to interact with one another; with the deep and intimate learning heavily depending on the instructors’ content and teaching.

Short-self-reflection:

I chose this activity because of how Google Classroom is a widely used tool in education, and I believe understanding how it impacts teaching and learning is important; where I consequently did learn more about its impacts, aligning with my learning goals. Throughout this critique of Google Classroom, I avoided overly positive or negative assessments while simply highlighting the potential and limits of Google Classroom in shaping educational experiences.

REFERENCES:

Mukundan, G. (n.d.). Google classroom: Everything you need to know. Hiver. https://hiverhq.com/blog/google-classroom-basics#:~:text=Google%20Classroom%20is%20a%20product,and%20collaborate%20better%20with%20students.