UNIT 2 Reflection(ICT401)-Strategy for Teaching Literacy with ICT

 https://drive.google.com/file/d/1126vrtc7d9ih1JOuZjeaQ2ivTwBQLfS2/view?usp=drivesdk

UNIT 1 Reflection: Information and Communication Technology in Education

Unit 1 has been both insightful and practical, as it helped me view ICT as more than just a subject; it is a tool to transform teaching and learning while preparing students for the 21st century. In our first class, we explored the early history of ICT education in Bhutan, including its goals, key competencies, and guiding principles. Creating a visual timeline (Activity 1) using Canva enabled me to understand how ICT education has evolved gradually from the 1980s to the present day. This activity helped me realize that Bhutan’s three ICT curriculum goals were chosen to meet the needs of a digital society while preserving cultural values, and that these goals are directly aligned with preparing students to be lifelong learners.

Through Activity 3, I designed an infographic to present the five key competencies of ICT. Using visuals and tools like Canva made me think critically about how competencies such as communication, collaboration, and digital literacy can be demonstrated in real classroom situations. I also reflected on guiding principles like GNH values and 21st-century skills, which reminded me that ICT education should not just focus on technology skills, but also nurture responsible, ethical, and balanced learners. By creating a digital photo to explain these principles, I experienced how online tools can make lessons that are hard to understand more engaging and student-friendly.

We then moved to the chapter, technology integration models, such as SAMR and TPACK. Watching videos and completing worksheets through the VLE platform provided me with clarity on how these models guide teachers to transition from simply substituting traditional tools with technology to redefining learning experiences. In the discussion platform, I reflected on whether substitution can sometimes be a better choice than redefinition, and I realized that while transformation is the goal, substitution can be appropriate when it meets learning needs effectively. Completing the TPACK Application Worksheet also made me see the importance of balancing content, pedagogy, and technology in every lesson.

Another important part of this unit was learning about Backward Design and Universal Design for Learning (UDL). The worksheets and videos showed me how lesson planning should always start with learning outcomes and then align assessments and activities to those outcomes. UDL, on the other hand, emphasizes inclusivity, ensuring that lessons cater to different learning styles and abilities. This is very meaningful for me as a future teacher because I want to design lessons where every student can succeed, regardless of their differences.

Overall, Unit 1 was not only about theory but also about applying ideas through hands-on activities, such as timelines, infographics, worksheets, and online discussions. These tasks made me think like a teacher and practice how to use digital tools to make learning interactive and effective. In my future classroom, I plan to integrate models like SAMR and TPACK to select appropriate technology, use backward design for lesson planning, and apply UDL principles to create inclusive learning experiences. I also aim to give students opportunities to create digital products such as videos, infographics, and presentations so that they learn by doing, not just by listening.

In conclusion, this unit gave me deep insight into the purpose and practice of ICT in education. It connected Bhutan’s vision of Digital Drukyul with practical classroom strategies, and it prepared me to apply technology not just for the sake of using it, but to design meaningful, student-centered, and inclusive learning experiences.

 

ཕྱག་དབང་བཅར་ཐངས།

 

བརྙན་འཕྲིན་འདིའི་ནང་དོན་ཚན་འདི་དག་བཀོད་ཡོད།

Video link: https://drive.google.com/file/d/1xbWTCpOr5Mt63SEfTzJcmvFM3szXAyii/view?usp=drive_link

-དཔོན་ལུ་ཕྱག་དབང་བཅའ་ཐངས།                                             -སྤྱིར་བཏང་གི་ཕྱག་དབང་བཅའ་ཐངས།

     ༼ར་ཅུ་ལེག་ལེན་འཐབ་ད།༽                                                    ༼ར་ཅུ་ལག་ལེན་འཐབ་ད༽

- དཔོན་ལུ་ཕྱག་དབང་བཅའ་ཐངས།                                              

   ༼ར་ཅུ་ལག་ལེན་མ་འཐབ་ད༽                                               -སྤྱིར་བཏང་གི་ཕྱག་དབང་བཅའ་ཐངས།

                                                                                ༼ར་ཅུ་ལེག་ལེན་འཐབ་ད།༽

-བློན་ཆེན་ལུ་ཕྱག་དབང་བཅའ་ཐངས།

    ༼ར་ཅུ་ལེག་ལེན་འཐབ་ད།༽

-བློན་ཆེན་ལུ་ཕྱག་དབང་བཅའ་ཐངས།

    ༼ར་ཅུ་ལེག་ལེན་མ་འཐབ་ད།༽

-ཧང་ཏོང་མ་རྒྱལཔོ་དང་མཇལ་ད་ རག་ཅུང་བཀབ་ནི་དུས་ཚེ་མ་འཐོབ་པའི་སྐབས་ ཕྱག་དབང་བཅའ་ཐངས།

Reflection Writing on UNIT II

We were introduced to the second unit, Formative Assessment, its meaning, purposes, and types. Before beginning with any topic, we did an activity where we jotted down some feedback we had received during our school or college days from our teachers or tutors. This activity served as an introduction to the topic of formative assessment. It made me remember the days when our teachers provided feedback on our work so that we could improve and learn better. I also wrote about a time when a teacher gave me feedback on how I could improve my essay writing. I remember that after the feedback, it helped me a lot in writing better essays. The activity also included sharing the feedback we received with the class, and through this sharing session, I found out that feedback can be both positive and negative and that it can have a big impact on students’ lives.

We also learned about self and peer assessment and practiced it through an activity where we graded our own reflections. Then we did peer assessments by grading a classmate’s work and giving them thoughtful and constructive feedback. This activity felt challenging to me at first because I was used to receiving grades, not giving them. However, after learning how self and peer assessment help in building self-awareness and a collaborative environment, I was able to give useful feedback to help others improve.

We also covered the topic of classroom assessment techniques through an interesting activity involving role play. The different techniques included minute papers, 3-2-1 exit tickets, the muddiest point, fish pond, and others. These low-stakes methods provide quick insights into student understanding, making learning more responsive and engaging. Through this activity, I learned that we can assess students not just by checking their work and correcting it, but also through fun and interactive activities. The most important lesson I learned from this was that feedback is a crucial part of assessment. Providing well-structured and supportive feedback motivates students and helps them improve over time. Instead of only grading, teachers can also guide students by giving helpful feedback.

Another lesson I learned from this unit is that formative and summative assessments are different but can be used together. Formative assessment is carried out during the learning process and helps identify students’ strengths and weaknesses through tools like self-assessment, peer feedback, and quick classroom activities. It encourages students to take an active role in their learning. In contrast, summative assessment happens at the end of a learning period and is used to evaluate overall learning, such as through exams or final projects. Through a class debate, I learned more about both types of assessments. What I found most interesting was that summative assessments can also be used formatively by analyzing the results, giving feedback, and helping students reflect and improve. Understanding these two types of assessment changed my perspective, I now see assessment not just as grading, but as a way to support and motivate students. I also learned that using summative assessments formatively can be effective, even though it may have challenges like time constraints and needing more resources. At first, I found it difficult to understand the difference between formative and summative assessment and the idea of using summative assessments in a formative way. But through class debates and discussions, I was able to overcome this confusion. In the future, I would like to explore more and do independent study to apply these practices in my teaching.

In conclusion, this unit helped me understand the true purpose of assessment not just for grading, but for supporting student learning. Through different activities like giving and receiving feedback, self and peer assessment, and role plays, I learned how important good feedback is in helping students grow. I faced challenges, especially in understanding the difference between formative and summative assessments, but class discussions and debate helped me overcome them. I also learned that both types of assessments can be used together to improve learning. This unit has changed how I view assessment, and I’m excited to use what I’ve learned in my future teaching.

 

IS PYTHON AN OBJECT-ORIENTED PROGRAMMING LANGUAGE?

 

What Is Object-oriented Programming?

An object-oriented programming language is a programming language that represents the elements of a problem as objects, which contain data and behavior. Real-world objects are used to model the state and behavior of real-world entities in your application. Object-oriented languages can be subdivided into categories depending on their particular type of system, also referred to as static or dynamic typing. Compared to other programming languages, object-oriented development is a streamlined and structured methodology, which is particularly beneficial for developers tackling complex projects.

Object-oriented programming is set to increase code reusability by creating different classes for different types of information, which allows developers to easily add features when they need them without having to change existing code. This also saves development time and makes programs easier to maintain because if there’s a bug or a defect, you can fix it in one place instead of having to search through multiple files looking for where the error occurs.

PYTHON

Python is an interpreted, object-oriented, high-level programming language with dynamic semantics. Its high-level built in data structures, combined with dynamic typing and dynamic binding, make it very attractive for Rapid Application Development, as well as for use as a scripting or glue language to connect existing components together. Python's simple, easy-to-learn syntax emphasizes readability and therefore reduces the cost of program maintenance. Python supports modules and packages, which encourages program modularity and code reuse.

IS PYTHON AN OBJECT-ORIENTED PROGRAMMING LANGUAGE?

Python is a great programming language that supports OOP. You will use it to define a class with attributes and methods, which you will then call. Python offers a number of benefits compared to other programming languages like Java, C++ or R. It's a dynamic language with high-level data types. This means that development happens much faster than with Java or C++. It does not require the programmer to declare types of variables and arguments. This also makes Python easier to understand and learn for beginners, its code being more readable and intuitive.

Why is Python object-oriented?

The building blocks of Python as an object-oriented programming language include the following:

Objects 

An object is a data structure incorporating information about a state and a behavior. An object in Python has attributes and behaviors.

Attributes are characteristics or data associated with an object (e.g., make, model, year, color).

Behaviors (methods) are actions that an object can perform (e.g., start_engine(), drive(), brake()).

Classes

These are user-defined data types. Classes serve as the objects’ blueprints. They comprise variables, functions, and methods. The keyword class helps create classes in Python. A class contains attributes or variables. These attributes are always public. You can retrieve them using the dot (.) operator. Class can be used to create many objects of the same type.

Like any other object-oriented programming language, Python is based on the following principles:

Classes with inheritance 

Python classes support inheritance. A class can inherit properties from some other class, giving rise to the following two types of classes:

Child/derived class: The one that derives/inherits properties from some other class 

Parent/base class: The class from which the properties are taken/derived 

Encapsulation 

Python supports the combination of behavior and data in a class. However, it does not enforce data hiding. In other words, attributes/methods do not have a private/protected status. 

Encapsulation is yet another fundamental concept in OOP. It implies wrapping data and methods in a single unit. 

Encapsulation restricts direct access to variables and methods and prevents accidental data modification. To avoid unintentional change, an object's variable can only be altered by its process, and such variables are called private variables.

In Python, private attributes are denoted using an underscore prefix, such as single _ or double __. 

Polymorphism 

As an object-oriented programming language, Python supports polymorphism, which means multiple forms. In other words, the same entity (method/operator/object) can perform different functions in different scenarios.

Python supports polymorphism via multiple inheritance. It can emulate the "interface" concept using abstract classes and abstract methods on those classes.

Data abstraction

Python classes exhibit high-level data and features via methods, attributes, and properties. 

Data abstraction hides unnecessary code details from the user when you don’t want to share sensitive code parts.

In Python, you can achieve data abstraction by creating abstract classes. Internal functionality and data stay hidden through strong community conventions and tools. Thus, data abstraction in Python makes the data less complex and more secure for the user.

References

https://www.datacamp.com/tutorial/python-oop-tutorial

https://www.orientsoftware.com/blog/list-of-object-oriented-programming-languages/

https://www.coursera.org/in/articles/is-python-object-oriented

https://www.python.org/doc/essays/blurb/?external_link=true

Coding in Bhutanese Education

Importance of coding in Bhutanese education

 The introduction of computer science education in Bhutan has been a resounding success, with significant benefits for the country’s students. Former education Minister Jai Bir Rai recognized the importance of developing critical and creative thinking skills through computer science education. CodeMonkey’s coding courses have enabled students to acquire the skills necessary for some of the most in-demand jobs today. Beyond just coding skills, teachers were seeing that learning to code has positively impacted Bhutanese students’ problem-solving and critical thinking abilities, as well as their creativity. Coding fosters creativity, problem solving, and collaboration, as they work innovatively with their peers.

Coding is crucial for 

• Bhutan's development
• driving economic diversification
•  job creation, and innovation. 
• It enhances education by improving digital literacy and problem-solving skills.
• Coding also supports government initiatives through e-governance and digital infrastructure. Additionally, it empowers entrepreneurs, fosters local solutions, and integrates Bhutan into the global digital economy. Emphasizing coding skills positions Bhutan to thrive in the digital age.
  
  
  

Coding and Bhutan’s vision for future

Bhutan adopted the vision of becoming a knowledge-based society. To achieve this, the education system plays a pivotal role in addressing the needs of a rapidly changing world driven by a dramatic technological revolution. To lay the foundation and create an enabling environment for future ICT initiatives in education — and as recommended by the 2012 eGov Masterplan — the Ministry of Education adopted a five-year comprehensive master-planning process, through the development of the first iSherig (Education ICT Master Plan) in 2013, with the support of Ministry of Information and Communications, International Development Agency and Temasek Foundation, Singapore and the Swiss Development Corporation.

Coding across the Bhutanese curriculum

With funding from the government's ICT in Education Flagship project, the ICT curriculum, as a compulsory subject for classes PP to XII was introduced in 2021. Computer laboratories were established in schools with additional computers and strengthened internet connectivity. In addition to this, His Majesty the King granted CodeMonkey, a game-based coding platform as a Royal Soelra to enhance coding skills among Bhutaned children. These initiatives for the new ICT curriculum are expected to address some of the critical requirements for youth in the digital era by focusing on ICT knowledge, skills and competencies essential for them to function in the knowledge society.

 Empowering future citizens and coders

Coding education empowers future citizens to navigate an increasingly digital world with confidence and competence. By providing students with the opportunity to learn coding, we open doors to diverse career pathways in technology and beyond. Moreover, coding education fosters a growth mindset, resilience, and adaptability, essential qualities for success in any field.

 Cultivating coding culture in Bhutanese schools and fostering inclusivity and diversity in coding education.

Creating a coding culture in Bhutanese schools means making coding education accessible to all, regardless of background or gender. This includes embracing online training, which offers flexibility and reaches students in remote areas. By fostering inclusivity and diversity in coding education, we tap into varied perspectives and talents, driving innovation.

Through initiatives like the ICT Curriculum, Bhutan Facebook Group, educators collaborate, share resources, and support each other, both in physical classrooms and online. This collaborative effort ensures that every student has the opportunity to develop essential digital skills, contributing to Bhutan's technological advancement.

References

https://kuenselonline.com/schools-gear-up-to-implement-coding-curriculum/#:~:text=His%20Majesty%20The%20King%20gifted,from%20classes%20PP%20to%20VIII.

https://drukjournal.bt/ict-in-bhutanese-education/

https://sites.google.com/moe.gov.bt/thinley/home

About Mahakal Dham in Bukay(A), Samtse

Mahakal Dham

 Mahakal Dham was a holy place with beautiful structures made of rock. Moreover, the most surprising thing I saw there was the cave where there were many bats. The cave had unique rocks that were shaped differently which made me doubt if it was really a rock or not. 

Mahakal Dham had lots of small statues but I couldn't get to know each and every history about it as there was no one to explain or share us story about it.   

Unique rock structures hanging in the cave.

The offerings of incense sticks made by people.

Hanging rocks with bells are offered.

The view of the cave from outside.