Information and Communication Technology in Education(Reflection Journal)

 

 Reflection Journal

Unit 1: Information and Communication Technology in Education

Reflecting on my learning journey through the first three lecture in unit one, I see how ICT is not only a subject that needs to be taught, it's also an important instrument that can change the teaching-learning process to make it more inclusive, accurate, and future-oriented.




1. Knowledge Acquired


 I gained an understanding of Bhutan's digital transformation from Lecture 1 thanks to programs like Digital Drukyul, iSherig-1, and iSherig-2. I used to think of ICT solely as classroom technology, but now I see it as a component of a national vision that shapes society and education. These programs serve as roadmaps that link schools to Bhutan's digital future rather than only being policies. This insight deepened my understanding that as a future ICT teacher I will not just be delivering a lessons but also contribute to a larger national goal of digital citizenship and empowerment.

 

From lecture 2, we are introduced to a structured lesson planning and framework like SAMR an TPACK models. I initially believed that incorporating digital tools into lessons was the definition of technology integration. However, after giving it some more thought, I realize that SAMR and TPACK place a strong emphasis on a transformative approach, in which technology is utilized to rethink assignments and produce completely new learning opportunities. This interpretation altered my viewpoint, creating learning experiences that integrate technology, pedagogy, and material to enhance student engagement and comprehension is more important for effective ICT education than the instrument itself.

 

 

I first learned about Universal Design for Learning (UDL) in Lecture 3. At first, I thought that meeting students' needs only required differentiation. But instead of making adjustments after the fact, UDL helped me understand teaching as a design process that anticipated variety from the beginning. My perspective was altered by this realization, genuine inclusivity is proactive rather than reactive. It also helped me realize that ICT is about equity as much as efficiency, making sure that all students have a variety of ways to access, interact with, and communicate what they have learned.

 

 

  

2.Application in My Future Teaching



The concepts that I have learned from the lectures are not an abstract idea but practical that act as a guide for how I will teach ICT in the classrooms:

A. Structured Lesson Planning
I will use structured lesson planning tables to align competencies, objectives, pedagogy, and assessment while teaching topics like flowcharts or algorithms. I could, for instance, plan a class in which the students make a flowchart of their everyday activities (such as "Getting ready for school"). This fosters problem-solving abilities while making learning relatable and competency-based.

B. Applying the SAMR Model
I want to progressively move my kids' ICT education beyond simple substitution to redefinition. For example:

Substitution: Rather than writing their notes by hand, students type them on Microsoft Word.

Augmentation: They share for peer feedback using Google Docs.

Change: They rework the text to create a blog with images and links.

Redefinition: To reach a larger audience, they release the blog as a podcast.
This progressive approach ensures technology delivers genuine value rather than serving as a substitute tool.

C. Using the TPACK Framework
When teaching data analysis in class IX, I will combine:

Content knowledge: interpreting graphs and statistics

.
Pedagogical knowledge: cooperative group projects in which each group gathers information    from a class survey (e.g., study habits or screen time).

 

Technical expertise: Google Sheets or Excel for charts and computations.
Through this integration, students are guaranteed to acquire ICT skills and use them in relevant, real-world situations.

D. Designing for UDL(Universal Design for Learning)
I will use UDL techniques to make sure no student is left behind. For instance:

Engagement: Allow students to select project subjects that they are enthusiastic about, such as sports, music, or climate change.

Representation: Use a variety of media to teach concepts, including live demonstrations, videos, simulations, and textbook explanations.

Expression: Provide students with a variety of assessment alternatives, such as the ability to submit essays, make tutorial videos, make infographics, or give audio presentations.
This method encourages diversity and gives students with varying strengths more self-assurance.

Introspection

The idea that ICT in education is about more than simply digital tools it's about fostering collaboration, engagement, inclusivity, and creativity in learning was what most affected me throughout the three lectures. Before, I believed that teaching ICT meant describing coding or software. I now see myself as a learning experience designer who makes sure that:

All of the students are interested and motivated (SAMR, UDL).

Lessons are intentional and strike a balance between technology, content, and pedagogy (TPACK).

Bhutan's national digital vision (Digital Drukyul, iSherig) is in line with teaching.

My duties as an aspiring future ICT teacher extend beyond skill development. It is my responsibility to educate my students to be digitally literate individuals who can contribute significantly to Bhutan's shift to a digital society. I will effectively teach ICT while simultaneously encouraging creativity, inclusivity, and problem-solving in my students by using structured planning, SAMR, TPACK, and UDL into my work.

 

THANK YOU 💓!
 
 

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