M6: Blog Post 5 - Digital Tools in K–12 Education: Pear Deck and Google Classroom

Digital Tools in K–12 Education: Pear Deck and Google Classroom

Digital platforms have become essential in how teachers and students communicate, collaborate, and construct knowledge. In K–12 classrooms, two tools that have become particularly transformative are Pear Deck and Google Classroom. These platforms not only support instruction and assessment but also foster deeper engagement and connection between schools and families. When used intentionally, they can bridge gaps in access and communication while promoting digital literacy skills that students need to thrive in a connected world. As Ledgerwood (2022) explains, Web 2.0 tools encourage creativity, collaboration, and communication by giving students active roles in constructing meaning rather than simply consuming information.

Pear Deck

Pear Deck is an interactive tool that integrates with Google Slides or PowerPoint to create presentations that students can respond to in real time. Instead of passively viewing a lesson, students log in using a class code and answer open-ended questions, draw, or select multiple-choice responses. This structure invites participation from every student, especially those who may not feel comfortable speaking aloud. Teachers receive instant feedback that allows them to identify misconceptions, adjust instruction, and celebrate understanding as it unfolds. Zhao et al. (2022) found that interactive tools like Pear Deck enhance literacy and engagement by allowing students to communicate through multiple modes such as drawing, writing, and verbal explanation.

In practice, Pear Deck transforms classroom communication into an ongoing dialogue. Every student’s response becomes a contribution to the collective learning process. Ledgerwood (2022) emphasizes that 21st-century education should cultivate these types of collaborative spaces, where students can share their thinking and learn from one another. Pear Deck makes this visible by providing a platform where learning feels social, inclusive, and immediate.

The platform also influences how students process information. Because they must engage with each question or task, students shift from passive receivers to active participants. This supports what Kaye (2023) describes as “active digital use,” in which interaction and creation foster meaning, as opposed to “passive use,” where endless scrolling or viewing can lead to disengagement. When students use Pear Deck, they are not just consuming slides; they are interpreting, reflecting, and constructing knowledge in real time.

While Pear Deck encourages creativity and participation, it also requires balance. Too much screen-based activity can cause fatigue or limit hands-on exploration. Teachers must integrate Pear Deck strategically, pairing it with offline discussion and experiential learning to maintain depth and variety. The platform complies with FERPA and COPPA, which means student information is protected, but educators must still ensure that class codes and sessions remain secure to prevent outside access. Using Pear Deck effectively depends on several literacies. Students need participatory and visual literacy to interpret prompts and share ideas. Teachers must demonstrate data literacy to analyze student responses meaningfully, and parents benefit from awareness of how these interactive tools enhance engagement rather than simply add screen time.

Google Classroom

Google Classroom functions as a digital learning management system that connects teachers, students, and families within one organized space. Teachers use it to distribute assignments, post announcements, and give feedback. Students can access lessons, submit work, and communicate with teachers and classmates in real time or asynchronously. Parents can receive Guardian Summaries that keep them updated on missing or upcoming work, which strengthens home-school communication. This organization and accessibility reflect the kind of authentic communication Ledgerwood (2022) associates with effective technology integration in education.

Google Classroom has transformed the rhythm of communication in classrooms. Students no longer have to wait until class time to ask questions or receive feedback. They can send a private comment, tag a teacher, or collaborate on a shared document. Kaye (2023) notes that digital tools shape not only what we share, but also how we form relationships and interpret meaning online. Within Classroom, dialogue can continue beyond the physical space of school, supporting a more flexible and inclusive model of learning.

In terms of information access, Google Classroom streamlines the learning process by centralizing all resources. Instead of juggling paper assignments or scattered links, students find everything they need in one location. This structure encourages independence and organization while teaching students how to manage digital workflows—an essential skill for modern learners. Zhao et al. (2022) suggest that platforms enabling multimodal learning through text, image, and video improve comprehension and strengthen digital fluency. Google Classroom supports this by allowing students to engage with diverse forms of media that appeal to different learning styles.

Like any tool, however, it carries challenges. Students without reliable internet or personal devices may struggle to keep pace, underscoring the digital divide that persists in many communities. Teachers must remain mindful of accessibility, offering alternatives when possible and ensuring that technology enhances learning rather than creating new barriers. Privacy is also a consideration. While Google Classroom is FERPA-compliant and secure within school-managed domains, teachers still need to monitor comment threads, establish clear norms for respectful communication, and model responsible digital citizenship.

Successful use of Google Classroom relies on a range of literacies. Students must develop organizational and information literacy to manage assignments effectively. Teachers use instructional design and communication literacy to create clear, engaging materials. Parents, meanwhile, need digital monitoring literacy to understand progress updates and guide their children’s online habits. When these literacies are intentionally cultivated, Google Classroom becomes more than a digital filing cabinet—it becomes a hub for collaboration, accountability, and shared learning.

Implications for K–12 Education

Both Pear Deck and Google Classroom demonstrate how technology can enhance communication and engagement when supported by thoughtful pedagogy. They align with 21st-century educational goals by fostering collaboration, reflection, and digital citizenship. As Ledgerwood (2022) and Zhao et al. (2022) remind us, tools alone are not transformative; their value depends on how educators design experiences that promote critical thinking and connection. Educators must continue modeling responsible technology use, encouraging students to question information, recognize bias, and make intentional choices in digital spaces. Parents also play a crucial role in extending these practices at home, reinforcing safe, balanced, and creative use of technology.

When implemented with care, Pear Deck and Google Classroom turn screens into spaces for storytelling, collaboration, and discovery. They prove that digital learning does not have to replace human connection—it can strengthen it. In helping students find their voice, teachers also help them build the confidence and literacy needed to navigate a digital world with awareness and purpose.

References

Kaye, L. (2023). Exploring the sociableness of social media. Journal of Digital Culture and Communication, 15(1), 22–35.

Ledgerwood, K. (2022). Using social media to promote 21st century learning. In Technology and the Curriculum. Ontario Tech University. https://pressbooks.library.ontariotechu.ca/technologyandthecurriculum/

Zhao, Y., Lu, J., Woodcock, S., & Ren, Y. (2022). Social media Web 2.0 tools adoption in language and literacy development in early years: A scoping review. Children (Basel), 9(12), 1901. https://doi.org/10.3390/children9121901

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