Communicative Tool

 A communicative tool is any software, platform, or application that facilitates the exchange of information, ideas, and data between individuals or groups.

This semester, I explored the use of Google Classroom as a communicative tool, where I assumed the role of a teacher and engaged my peers by assigning tasks and facilitating academic discussions. Google Classroom, as a learning management system, enabled me to connect with my peers in a structured and meaningful way. The tool not only enhanced communication but also created an interactive learning environment where information could be exchanged effectively, assignments could be managed efficiently, and feedback could be given promptly.

As part of my role, I created a Google Classroom platform specifically for my group. I organized lessons on topics such as “Conservation of Environment” and “Environmntal impact”. I posted announcements, shared instructional materials, and created assignments with specific deadlines. My peers were asked to submit their work and respond to guiding questions in the comment sections. The platform supported two-way communication, allowing my peers to ask questions, clarify doubts, and engage in collaborative discussions. This experience helped me understand the role of digital tools in supporting teacher-student interaction, even in virtual spaces.

I have also uploaded a short video for my friends to view as an introductory video where I have explained them briefly about the google classroom and about the lesson I am going to teach. This is how I have welcomed my friends through google classroom:

The use of Google Classroom was both relevant and appropriate in the context of our academic tasks. It promoted a learner-centered environment, where I could guide my peers and receive their input. It bridged the gap between instruction and dialogue, helping us to co-construct knowledge. I also used the platform to provide constructive feedback on submitted assignments. This improved my communication and leadership skills, while also reinforcing my understanding of the subject content. I created rubrics and criteria to guide assessment and maintained transparency throughout the process.

To provide evidence, I archived screenshots of the announcements and assignments. I also included a short video demonstration of how I managed the classroom explaining how posts were created and how deadlines were set. The consistency of my engagement was sustained across the semester. I regularly posted updates, created at least two assignments per month.

 I also hosted a few Google Meet sessions linked within the classroom to conduct real-time discussions. This regular use of Google Classroom demonstrated not only technical proficiency but also a strong commitment to collaborative learning.

In reflecting on this experience, I also referred to academic literature which supports the idea that digital platforms like Google Classroom foster engagement, interaction, and autonomy in learners. These findings helped me critically analyze the appropriateness of using such a platform in real educational settings. It reinforced my belief that communicative tools play a vital role in creating inclusive, interactive, and student-driven environments.

In conclusion, my experience with Google Classroom as a communicative tool was transformative. It enhanced my leadership, improved my communication strategies, and gave me insight into how technology can be used to build a strong virtual learning community. The journey was not only educational but also empowering