^{Read - Write - Reflect - Share}

With schools redesigning globally because of the COVID-19 situation, blended learning has apparently emerged as a new normal. Although blended learning has been around for a while, it has come to the aid of the educator in these times, because the schools have shifted from the confines of a physical classroom and timetable to a more free convenient space for the learner. And frankly, that is all that has changed in terms of this "shift" in educational means that we talk about.^[1] Not just it is meant to merely supplement the educational process, it actively strives to transform and improve it through it being adapted according to the needs of the learners.

Educational technologies support the most fundamental change in the ecologies of learning. The idea which has to be reiterated however is that technology is pedagogically neutral unless it changes the very nature of pedagogy. It's not the technology that makes a difference in e-learning, but the pedagogy. For instance, ubiquitous learning which is a traditional site of learning is undergoing massive transformation by educational technologies. In this case, technology might change the pedagogy, but not in a fundamental manner. The learner is freed from the shackles of spatial-temporal dimensions to mention the very least, but other than that? Moreover, is the student really freed from these shackles while in the virtual class? As an educator or a pupil-teacher (in my case), these are some of the questions which are to be reflected upon because the pedagogy essentially remains didactic in nature - the teacher speaks and the student listens - no matter what the learning objective is. Even in online classes, each student somehow ends up having a limited opportunity to speak in the classroom discussion, and this is apparently a platform where a student is freed from temporal dimensions. Didactic means of pedagogy might actually do wonders for topics where memorization plays a key role - like language learning - but if the learning objective is to impart education for the greater good, which goes beyond rote memorizing, pedagogy must be shifted from didactic to reflexive - it has to be two-way and dialogic in nature.

Reflexive pedagogy creates e-learning ecologies that are more engaging for learners, more effective, more resource efficient, and more equitable in the face of learner diversity.^[2]

The classical pattern of classroom discussion is Initiate-Respond-Evaluate (I-R-E)^[3], however, the use of social media platforms could actively contribute to subverting the classic pattern. To subvert it becomes crucial so as to transform pedagogy to engage all learners as well as to prevent proxy answers that come in the way of participation by each student of the class.

Particularly blogs with comment functionality to share and discuss information, social media platforms can aid in the initiation and supervision of individual responses by every learner enrolled in the class and valuable inputs that result in collaborative learning. Creative responses can be particularly obtained in English learning classrooms where resources can be shared and opinions of every learner could be recorded, crucial for language building and improvement of language skills. Here is a brief idea as to how this idea may be helpful for learners:

1. Proxy answers are blocked, unlike the classic mode of class discussion which invites these answers, rather, every learner responds and gives a valuable input.
2. Many leaners not confident enough to respond in a regular class discussion may be able to express themselves better in writing. The educator then will be able to supervise these learners' responses and guide them.
3. When each learner responds their ideas, distinctions and contrast come into visibility. So many times it happens during class discussions that because all students are unable to respond, the gaps in their knowledge do not become visible. And so, class discussions must make a way to remove these gaps in knowledge - an erroneous concept or a false judgment, for instance.
4. One learns more when different perspectives come forward. And so, as the response rates go higher, students become more engaged and as a result, more learning takes place, as opposed to just the teacher speaking in the class.
5. Blogging platforms create the right balance between reading responses and writing responses. One learns as one reads, and one reads when more is written - it's a cycle of consistent learning.

It is at this point that the student is actually and truly freed from the shackles of the four walls and confines of a timetable. This is an example of the shift in pedagogy that is transformed through technology.