Features

Course Content

Course Content

Multimedia tools offer flexible formats, but UI and layout reduce accessibility suggesting a universal design for learning (CAST, 2018).

Cloud access to learning materials

Calendar Integration

Stream

The integration of Google Apps offers a powerful and collaborative framework for flipped learning, where “flipping a classroom becomes much simpler when these features are present” (Ferreira, 2014, p. 5).

Collaboration

Collaboration

Reduced geographical barriers with cloud based design that supports students in multiple locations (Sukmawati & Nensia, 2019, p. 144).

Strong teacher presence, but limited peer/personal interaction recommended by the ACE Framework (Borup et al, 2020)

Group Project Setup

Shared Docs & Slides

Co-teacher access

Assignments

Assignments

Progress tracking

Auto-Grading with Google Forms

Rubrics

Private comments

Prescriptive design streamlines delivery but limits emergent learning.

Weak analytics

Design

Access and Equity

Access and Equity

English language learner & translation 📄

d

Quality of internet access

Digital literacy and digital citizenship

a

"It is no longer the access to computers that is the problem but the quality of access” (Chen, 2015, p. 14).

Future of the Platform

Future of the Platform

Modular AI-paced learning paths 📄

d

Peer feedback

a

Enhanced analytics

a

Integration of virtual reality,
adaptive algorithms, and built in translation.

Education Plus

AI Tools

AI Tools

Practice Sets automatically generated resources from existing assignments and material. Provides immediate feedback and adaptive resources for students if they need help.

Practice Sets automatically generated resources from existing assignments and material. Provides immediate feedback and adapt

Auto grading provides immediate feedback

Allowing teacher to adjust instruction if many students struggle with the same concept.

Insights and analytics for student attempts, demonstrating learning trends.

Keeps students engaged with responsive hints

Gemini Education is Google's home brand AI system which is seamlessly integrated into Google classroom and G suite applications.

Gemini Education is Google's home brand AI system which is seamlessly integrated into Google classroom and G suite applicatio

Automatically generate quizzes, tests, and assessments.

Re-level text for different grades or accommodations.

Conveniently outline lesson plans from materials or learning objectives.

Read Along uses AI to support early literacy. It helps educators identify reading challenges early and offer targeted support to developing readers

Read Along uses AI to support early literacy. It helps educators identify reading challenges early and offer targeted support

Real time reading support providing immediate pronunciation and fluency tips.

Adaptive to each learner’s reading level, helping build confidence and comprehension

Originality Reports are a free alternative to Turn It In for Google classroom submissions. It helps detect plagiarism by comparing submissions to indexed web pages and Google Drive documents.

Originality Reports are a free alternative to Turn It In for Google classroom submissions. It helps detect plagiarism by comp

Gives students immediate feedback prior to submission.

Has an edit feature for submitted documents.

YouTube AI Questions allows students to interact visual media using relevant AI generated questions to assess comprehension.

YouTube AI Questions allows students to interact visual media using relevant AI generated questions to assess comprehension.

Only early-access as of 2025

Manual questions may appear instead as Google continue to roll-out the feature

Curriculum as technology
Constructivist approach in the age of communication (Senturk et al, 2020)

Curriculum as technology
Constructivist approach in the age of communication (Senturk et al, 2020)

Technology shapes curriculum design

Rigid

Prescriptive

Limited accommodations

Curriculum shapes technology design

Emergent learning

Descriptive

Flexible

Tools must also adapt
to students’ needs and not just systematize instruction.

Reduce administrative burden,
give educators more time
to invest in students.

References

Ferreira, J. M. M. (2014, February). Flipped classrooms: From concept to reality using Google Apps. In 2014 11th International Conference on Remote Engineering and Virtual Instrumentation (REV) (pp. 204-208). IEEE.

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic communities of engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68, 807–832. https://doi.org/10.1007/s11423-020-09744-x

CAST. (2024). Universal Design for Learning Guidelines version 3.0. Wakefield, MA: Author. Retrieved from https://udlguidelines.cast.org

Chen, W. (2015). Bridging the digital divide: Technology, learning, and instruction. In M. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 1, pp. 13–15). SAGE Publications.

Şentürk C., & Baş, G. (2020). An overview of learning and teaching from the past to the
present: New learning and teaching paradigms in the 21st century. In Ş Orakcı (Ed.), Paradigm Shifts in 21st Century Teaching and Learning (pp. 1-19). IGI Global. https://doi-org.proxy1.lib.uwo.ca/10.4018/978-1-7998-3146-4

Sukmawati, S., & Nensia, N. (2019). The role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526