In upper elementary, middle, and high school e-learning classes, teachers are able to give an assignment and allow students to read, search the internet, and construct their own knowledge. Students can work in breakout groups to collaboratively discuss topics or create projects. This type of learning is a little more authentic than didactic—although students can still be muted and face the teacher while taking in knowledge from them. However, in primary grades, students don’t have the reading skills that are necessary to allow e-learning to be an authentic pedagogy.

Imagine 24 kindergarten students sitting at home facing the computer (the teacher). They are muted and are only able to speak when called on. The teacher gives them information and they repeat it or use what the teacher tells them to complete an assignment. They have no interaction with other students—due to the inability of the teacher to monitor several breakout groups at once. Assignments are completed independently, turned in to the teacher, and given a grade based on performance level.

This teacher is trying her best to make the lesson engaging for her learners, but it is almost impossible to do in a kindergarten setting. She has to talk at the students instead of allowing them to create their own definitions of a hexagon or be collaborative with their peers.

https://ourladyoffatimaschool.org/kindergarten-small-group-work/

Although e-learning is ubiquitous and technology-centered, it shows many traits of didactic pedagogy. Young children doing e-learning is comparable to the image Dr. Cope presented of prisoners in boxes “viewing” an instructor present material.

Pizzo K Town. (2020, Apr 8). Monday Math 4/13. [Video]. YouTube. https://www.youtube.com/watch?time_continue=317&v=sicIP77FZrM&feature=emb_logo