Tristan Igglesden, Faculty of Education, Cambridge University, UK Introduction The demand for remote learning, accelerated by the COVID-19 pandemic, has led to the introduction of the Google Classroom learning management system (LMS) into the lives of over 150 million students (Google, 2021). However, most teachers had little time to consider the potential of this technology to support, develop and transform their classroom practice before its introduction in their settings. Resource-based interventions alone have been shown to add little value to education, and the use of digital tools in schools continues to be characterised in some cases by a focus on the technology itself, rather than the pedagogy that it is intended to support (Hennessy et al., 2017). But it is the pedagogy that we need to start with. Many teachers are increasingly focusing on promoting productive classroom dialogue between students, providing them with opportunities to explore and generate ideas together thr

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