As we’ve returned to the classroom post-pandemic and are working to re-establish pre-pandemic norms, we find ourselves asking students to set aside the lifelines that their personal technology provided during the six to eighteen months of remote learning. These devices became crucial lifelines, keeping them connected with teachers, peers, and the wider world beyond their homes. Now, navigating this transition back to face-to-face learning without equipping students with new tools for connection poses a pivotal challenge.
Classroom discussions, a cornerstone of many teaching practices, offer students a chance to share their thoughts, be heard, and extend their thinking. They are also valuable tools for educators to gauge student understanding and challenge learners with probing questions. Post-pandemic, however, these discussions have become increasingly challenging. They are often dominated by a small handful of voices, leaving others silent, even when invited to participate.
I found myself in this predicament. I would ask, “Does anyone who hasn’t shared yet have something to contribute?” and be met with silence or, at best, one or two hesitant responses. I began to wonder: How can I engage all students more effectively in class discussions?
The answer lay in the very tools students had relied on during the pandemic. Instead of shunning personal technology, I decided to leverage it. I moved our class discussions online, creating a Google Doc and posting a discussion question for homework. Students could respond to my question or build on a peer’s response by leaving a comment.
The results astonished me. In a class of 32, there were 98 posts. Every single student participated, many more than once. Students posted, left the document, and returned later to contribute further. The online discussion was dynamic, reflective, and collaborative—something we had never achieved in our in-person discussions.
When we met in class the next day, I expressed my amazement and gratitude for their engagement. I asked the same question from the Google Doc aloud, and dozens of hands shot up. Students referred to their peers’ online contributions, saying things like, “I read what Alex wrote yesterday, and it got me thinking,” or, “I wasn’t sure how to answer the question initially, but after reading others’ ideas, I believe that…”
This experience was a revelation. Incorporating digital interactions enhanced students’ comfort levels with face-to-face discussions. It gave them the confidence to engage authentically in person and the tools to bridge the gap between the virtual and the physical.
I observed that all students, including those who typically don’t engage in class discussions due to anxiety or shyness, actively participated in the online discussions. It was striking to see how students expressed themselves more freely and expansively online compared to traditional classroom settings. Online, students not only responded to discussion prompts but also provided affirming feedback like “good idea” and “I agree,” gestures that are often missed in face-to- face interactions. This supportive online environment encouraged quieter students to contribute more confidently and helped foster a sense of camaraderie among classmates, even in virtual spaces. These interactions highlighted the power of digital tools to enhance communication and inclusivity, bridging gaps that traditional methods might overlook.
The pandemic left many students’ social skills rusty. Remote learning, while necessary, provided a buffer that allowed students to avoid uncomfortable moments. Turning off their cameras, muting microphones, or disengaging entirely became easy escapes from the challenges of social interaction. Now, back in the classroom, many students grapple with anxiety about engaging face-to-face. They fear saying the wrong thing, misreading social cues, or experiencing the vulnerability of genuine conversations.
By incorporating intentional opportunities for digital interaction, we can ease this transition. Technology can become a bridge rather than a barrier, fostering meaningful connections. The strategy of moving discussions online—even temporarily—provides a less intimidating context for students to practise their social skills. It allows them to articulate their thoughts, reflect on their peers’ ideas, and build the confidence needed for in-person engagement.
If you’re a classroom teacher struggling to engage all your students in discussions, consider this approach:
1. Set Up a Digital Space for Dialogue: Use a platform like Google Docs, Padlet, or a classroom discussion forum to pose an open-ended question. Encourage students to respond thoughtfully and interact with their peers’ contributions.
2. Create a Safe and Inclusive Environment: Establish norms for respectful communication and model how to build on others’ ideas. This ensures that students feel valued and heard.
3. Transition to In-Person Discussions: Use the digital dialogue as a springboard for face-to-face conversations. Highlight students’ online contributions and invite them to elaborate or connect ideas in the classroom.
4. Celebrate and Reflect on Participation: Acknowledge the effort and insights shared by students. Reflection helps them recognize the value of their contributions and reinforces the importance of engaging in discussions.
This strategy doesn’t just facilitate better discussions; it equips students with lifelong skills. They learn to articulate their thoughts, listen actively, and engage in meaningful dialogue—skills that extend beyond the classroom and into their personal and professional lives.
As we rebuild our classroom communities post-pandemic, our focus should be on fostering relationships. Technology, when used intentionally, can be a powerful tool to connect rather than disconnect. By meeting students where they are and guiding them toward authentic engagement, we can transform discussions from daunting to dynamic, ensuring every voice is heard.
ABOUT THE AUTHOR
Dr. Sunaina Sharma
Dr. Sunaina Sharma has been an Ontario secondary teacher for over twenty years and was an in-school program leader for ten years. She strives to put the learner’s needs at the forefront of program planning, classroom teaching, and professional learning so that students are participating in authentic and relevant knowledge construction. Her doctoral research centred on understanding how to leverage digital technology in the classroom to increase student engagement. She is also an instructor and practicum advisor in Brock University’s Bachelor of Education program, where she uses her classroom experience to prepare future educators for their role. www.Sunaina-Sharma.com
This article is featured in Canadian Teacher Magazine’s Spring 2025 issue.
