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.
