Reflection on Learning Experiences from Unit 1: Information and Communication Technology in Education

Deep Insight into Learning Experiences

When I first encountered ICT, I honestly knew very little. Back at home, I remember being laughed at and even insulted for choosing ICT as my course of study some people thought I had chosen the “wrong road.” At the time, I also doubted myself because ICT felt like a foreign language. But today, after going through Unit 1, I smile at those old doubts because what once felt like a mountain now feels like a playground. As Albert Einstein once said, “Play is the highest form of research.” Learning ICT has shown me that if we are curious and persistent, even the most difficult subjects can turn into joyful discovery.

One part that really struck me was Bhutan’s Digital Drukyul Master Plan. Earlier, I never thought about how a whole nation could align itself toward digital transformation, but now I see how ICT is not just about devices it is about shaping sustainable futures. This inspired me deeply because it means that as a future ICT teacher, I am not just teaching a subject, I am contributing to Bhutan’s bigger vision.

Another eye-opening moment came when studying the ICT curriculum framework for PP–XII. Back in my school days, I often wondered: “Who makes these curriculums, and how do they decide what we study?” It always felt like a mystery. But now, after learning about the goals, competencies, and guiding principles behind the framework, I finally have the answer. This knowledge makes me more motivated to teach, because I now understand the careful planning behind ICT education.

Connecting Learning to ICT Classroom Application

While reflecting on my own past, I realized something important: as a student, I often found ICT boring because it was taught in the same way as other reading-heavy subjects. I used to wonder, “How can ICT lessons be made fun and exciting?” Now, through this unit, I have found answers in the SAMR and TPACK models.

The SAMR model taught me that ICT teaching should go beyond substitution. If I only ask students to type essays instead of handwriting them, I am not truly unlocking the power of ICT. But if I guide them to create digital games, apps, or interactive presentations, I can take them to the Modification and Redefinition levels, where learning becomes meaningful and exciting.

The TPACK framework showed me the “secret recipe” of ICT teaching: blending content, pedagogy, and technology. For example, if I teach students about computer networks, instead of reading from a textbook, I can use network simulation tools where they drag, drop, and connect devices virtually. I can already imagine the excitement on their faces when they see their networks come alive. As a funny reminder to myself: ICT is not meant to be taught like history, where we memorize dates, it should feel like solving puzzles in real time!

Structured Reflection and Critical Thinking

Another powerful part of this unit was learning about Backward Design and Universal Design for Learning (UDL). These approaches taught me that a lesson should start with a clear outcome and then adapt to all kinds of learners. This is especially close to my heart because back in my village, many children still struggle with ICT. Unlike students in towns who already have exposure to gadgets, rural children often meet ICT for the first time in school. I often think: “How can I make ICT easy and fun for them?” The answer lies in UDL providing different pathways for learning. For example, if I teach multimedia, I could let students choose to create an audio clip, an infographic, or even a short video. In this way, every learner, whether from town or village, can shine in their own way.

Reflecting on my journey, I see a full circle: once I was the confused student, doubting my choice of ICT, but now I am becoming the teacher who can help others avoid those same struggles. As the saying goes, “The expert in anything was once a beginner.”

Application to My Future ICT Teaching Practice

https://drive.google.com/file/d/1M1bMc7mY_ye0vMKCkOo7kiPVANonJR0j/view?usp=drive_link

 

Conclusion

This unit was more than just a set of lessons it was a personal turning point. I started ICT with fear and doubt, but I am ending Unit 1 with confidence, vision, and practical strategies. The journey from being insulted for “choosing the wrong course” to now realizing ICT’s power has been transformational. SAMR and TPACK have given me the keys to make ICT teaching fun, inclusive, and meaningful. Most importantly, I have discovered my purpose: to make ICT accessible and engaging for every child, whether from town or village, so that no one feels left behind as I once did. As I step forward, I hold onto this thought: “Technology will never replace teachers, but teachers who use technology well will replace those who do not.” I want to be one of those teachers.

 

Motivation Matters: How Maslow and Self-Determination Theory Can Transform Classrooms

In every classroom, behind every raised hand, wandering mind, or silent stare lies a question educators constantly wrestle with: What motivates students to learn? Why does one child eagerly participate while another retreats into silence? These questions aren’t just theoretical they shape how we teach, how students learn, and how classrooms thrive. Two foundational theories offer powerful insights into these dynamics: Maslow’s Hierarchy of Needs and Self-Determination Theory (SDT). Both explore what drives human behavior, yet they approach it from different but complementary angles. Together, they give educators a roadmap to support not just academic success, but whole-child development.

Maslow’s Hierarchy of Needs: Meeting Students Where They Are

Abraham Maslow’s theory, introduced in 1943, proposes that human motivation is structured like a pyramid, with basic survival needs at the bottom and self-actualization at the top. The five levels physiological, safety, love and belonging, esteem, and self-actualization must be met in sequence for individuals to reach their full potential.

In classrooms, this model becomes more than theory it becomes reality. I recall one of my classmates in primary school who often skipped breakfast due to family financial struggles. During morning classes, he was visibly tired and unable to focus. It wasn’t that he lacked ability or interest it was that his physiological needs weren’t met. Without food or rest, cognitive function and concentration suffer. This is Maslow's theory in action: when basic needs go unmet, higher order thinking like problem-solving or creativity cannot flourish.

On the safety level, students need to feel secure not just physically but emotionally. Bullying, ridicule, or even fear of failure can undermine a student’s sense of safety. I once hesitated to ask a question during a math class out of fear that others might laugh. It wasn't until a teacher openly encouraged questions and reassured us that mistakes were part of learning that I began to engage more confidently. That sense of psychological safety, often overlooked, is essential.

The love and belonging play out in subtle but profound ways. Once, during a class debate, I stumbled through my argument, voice shaking. As I sat down, a classmate gave me a thumbs up. That small gesture made me feel like I belonged, and I signed up for the next debate, too.

As we move to esteem needs, the desire for recognition, respect, and self-confidence becomes essential in motivating learners. At this level, students seek affirmation that their efforts matter. Even simple praise like “Good job!” or personalized feedback such as “Your explanation was clear and insightful” can greatly boost a student’s self-worth and enthusiasm.

I remember presenting a digital project on climate change using multimedia tools. Afterward, my teacher didn’t just say “Well done” she highlighted how my use of animation enhanced understanding and praised my confident responses. Her comment, “You made the science so clear with visuals his is how digital tools add value,” made me feel truly seen. That moment sparked a lasting interest in technology and gave me the confidence to keep creating and sharing. Such feedback, rooted in genuine recognition, can ignite intrinsic motivation and build lasting self-confidence in students.

At the top is self-actualization the drive to fulfill one’s full potential. In education, this is seen when students go beyond expectations out of genuine passion. I experienced this when I was in Grade 10, I chose to stay after class to complete a robotics project, not because I had to, but because I was excited to see it work. Another time, I spent hours independently researching AI in education simply out of curiosity. These moments weren’t driven by grades but by a deep, personal desire to learn and grow.

True self-actualization happens when all the earlier needs safety, belonging, and esteem are met, allowing students to thrive and fully pursue their passions.

Self-Determination Theory: Fueling the Inner Drive

While Maslow’s theory outlines what needs must be met, Self-Determination Theory (SDT), developed by Edward Deci and Richard Ryan, explains how these needs influence motivation, especially in learning environments. SDT emphasizes three core psychological needs: autonomy, competence, and relatedness.

Autonomy is the need to feel in control of one’s actions. A student is more motivated when given choices whether it's selecting a project topic or choosing between presenting a poster or writing an essay.

During one class, our teacher let us decide how to demonstrate our understanding of multimedia. I chose a video format because it aligned with my strengths. That freedom sparked excitement and personal investment I wasn't just completing an assignment; I was creating something meaningful.

Competence involves feeling capable and effective. Feedback plays a huge role here. I have noticed that when teachers offer constructive, specific feedback (“Your use of color effectively communicated your message”), students feel more confident and eager to improve. In contrast, vague praise or harsh criticism can diminish motivation. As I experienced during my microteaching session, my sense of competence grew only when I received detailed input that acknowledged both strengths and areas for improvement.

Relatedness is the sense of connection to others. In supportive learning environments where students collaborate, respect one another, and teachers show genuine care motivation soars. During a group coding assignment, I felt encouraged when my peers appreciated my contributions and asked for help. That sense of being needed and valued deepened my motivation and commitment.

SDT also differentiates between intrinsic and extrinsic motivation. A student who studies science because they love it (intrinsic) is more likely to sustain that interest long-term than someone who studies just for grades (extrinsic). This distinction is crucial. In my own learning journey, I have noticed that tasks I find enjoyable like designing portfolios or writing creatively feel less like work and more like a personal challenge I want to solve. That’s intrinsic motivation at work.

Critical Reflections: Strengths and Limitations

Maslow’s model provides a clear, intuitive framework, but real-life motivation is often non-linear. Students don’t always move step-by-step through the hierarchy. A child might pursue esteem through academic achievement even if their home life is unstable. Moreover, cultural differences can influence how needs are prioritized in collectivist cultures, for example, relatedness might trump autonomy or self-actualization.

Self-Determination Theory, on the other hand, captures the fluid nature of motivation more accurately. It recognizes the spectrum from amotivation to full intrinsic motivation and emphasizes internalization how external motivations can evolve into internal values. However, implementing SDT requires thoughtful, individualized teaching practices. Not all teachers have the time or resources to personalize learning at scale.

Despite these limitations, both models remain profoundly relevant. Maslow reminds us to care for the whole child, starting with their basic needs. SDT shows us how to nurture motivation through autonomy-supportive, competence-boosting, and relationship-rich practices.

Educational Applications

Bringing Theory to Life In practical classroom settings, combining Maslow’s and SDT principles creates a holistic learning environment. For instance, when students come to school without breakfast, a teacher might allow them to eat a small snack during lessons supporting physiological needs. I remember a teacher who always had water bottles available for students who forgot theirs, which helped maintain focus.

Creating emotional safety is just as important. In my ICT class, a student who had once been afraid to speak up started contributing more after our teacher established a "no judgment" rule during discussions. This small shift nurtured emotional security and encouraged risk-taking in learning.

To support autonomy, teachers can provide students with assignment options. In one of our classes, we were allowed to choose between writing a blog, designing a poster, or making a video to demonstrate our understanding. I chose the blog format because it allowed me to express myself best. That choice increased my engagement and ownership of the task.

Building competence is equally vital. When I struggled with coding, my instructor didn’t just mark my errors but wrote constructive comments like, "Great logic, but check your loop syntax." This type of feedback not only corrected mistakes but motivated me to improve.

Relatedness can be strengthened through meaningful group activities. In one group project, our teacher randomly assigned partners, ensuring that no one felt left out. Initially, I was nervous, but through collaboration and peer support, I formed new friendships and felt more connected to the class.

When educators attend to these needs through thoughtful actions, students don’t just perform better academically they grow as individuals. Such classrooms become spaces where motivation is not forced but inspired.

Conclusion

Motivation is not a mystery it’s a human need. Maslow and SDT show us that learning doesn’t start with textbooks or lectures. It starts with safety, connection, and purpose. When students feel physically secure, emotionally supported, and personally invested in their learning, the classroom transforms from a place of passive instruction to a space of active growth.

As future educators, we must do more than deliver content. We must meet students where they are hungry, insecure, ambitious, curious and help them climb both the pyramid and the path toward self-determined learning. In doing so, we don’t just teach lessons; we nurture lives.

Building Knowledge, Building Minds: A Critical Look at Constructivist Theories in Education

I will never forget the moment I truly understood what it meant for students to "construct" their own knowledge. It was a rainy Thursday afternoon, and I was volunteering in a Grade 1 classroom as a school captain, tasked with managing the students while the teachers were in a meeting. We gathered around a cluster of colourful counters and started playing with measuring cups, inspired by a beautifully written lesson topic on measurement displayed on chart paper. 

I watched a group of six-year-olds grapple with the concepts of "more than" and "less than" not through a lecture, but through laughter, trial, and error. That moment captured what constructivist theories argue at their core: students are not passive vessels to be filled; they are active participants in building their own understanding.

Two key thinkers who have shaped this perspective are Jean Piaget and Lev Vygotsky. Though they offer different lenses, both theories have left a lasting impact on how we think about learning and how I hope to shape my future classroom.

Piaget’s Cognitive Constructivism: A Journey of Individual Discovery

I remember one specific day during my stay at Chumey Middle Secondary School when my math teacher gave me the opportunity to teach Class 5 for just one period. Standing in front of a group of bright-eyed primary students, I was ready to introduce the concept of “area.” Instead of launching into formulas and definitions, I handed out square tiles and invited the students to cover the tops of their desks. Instantly, the classroom buzzed with energy. Students were on the floor, on their chairs, moving tiles around, trying to figure out how many would fit across the surface.

One student, Noryang, looked up at me and exclaimed, “Ashim, it’s like a puzzle!” That moment was pure Piaget. These children were in the concrete operational stage, where hands-on activities helped them build understanding. It was their curiosity, not my explanation, that drove their learning.

Piaget believed that children construct knowledge by interacting with their environment, progressing through stages of development at their own pace. The strength of this theory is in its respect for the child as an active learner a tiny scientist discovering the world. That day, the students weren’t just learning about area; they were constructing meaning, one tile at a time.

But there was a missing piece. Later, when I asked students to explain what they had learned, some struggled. They needed more than just exploration they needed language, guidance, and conversation to help shape and organize their thoughts. This limitation in Piaget’s theory its focus on individual discovery while overlooking the social and cultural aspects of learning became evident. Children don’t always learn in isolation. They learn from each other, and from us.

Vygotsky’s Social Constructivism: Learning in Community

During a microteaching session, I taught a lesson on the elements of multimedia. I grouped the students in pairs and asked them to create a short presentation. One pair stood out. Kinga, who was shy and unsure, struggled to add audio clips to their slides. Her partner, Kencho, patiently leaned over and said, “Let me show you it’s just like recording a voice note on your phone.” With a few clicks and a quiet cheer, Kinga managed to do it herself.

That small moment captured the essence of Vygotsky’s Social Constructivism. His idea of the Zone of Proximal Development (ZPD) what a learner can do with help was playing out right before my eyes. Kencho acted as the more knowledgeable other, scaffolding Kinga’s learning just enough for her to eventually succeed on her own.

Unlike Piaget, Vygotsky emphasized the social nature of learning. Knowledge, he argued, is co-constructed through interaction with others and deeply rooted in cultural context.

In our Bhutanese classrooms, where students come from diverse linguistic and cultural backgrounds, Vygotsky’s theory reminds us to honour those backgrounds and use them as a bridge to learning.

However, I also saw the challenges. In a classroom of thirty students, providing individual scaffolding can be overwhelming. Not all peer pairings are productive sometimes; two struggling learners only compound each other’s confusion. While powerful in theory, Vygotsky’s ideas require intentional planning and observation to implement effectively.

Bringing It All Together: Theory in Action

Reflecting on both experiences, I have come to realize that the real magic happens when these two theories work hand in hand. While Piaget provides a developmental roadmap that helps teachers understand what students are capable of at certain stages, Vygotsky offers strategies for how to teach, emphasizing interaction, collaboration, and cultural context.

As a future teacher, I believe in designing lessons that balance individual exploration with guided group work. For instance, I might begin a lesson with a hands-on activity that allows students to explore a concept on their own (Piaget), followed by a group discussion or peer collaboration where students can support each other’s learning (Vygotsky). 

I also recognize the need to continuously observe and reflect on my students’ progress to adjust my teaching strategies accordingly.

Conclusion: Constructing Stronger Classrooms

Piaget and Vygotsky may have approached learning from different directions, but both remind us of a simple truth: students are not empty vessels they are builders of their own understanding.

As teachers, we are not just deliverers of content. We are architects of environments where thinking thrives, curiosity blooms, and collaboration leads to growth.

In every lesson we teach, whether it’s measuring tables with tiles or navigating multimedia presentations, we are shaping minds one experience, one conversation, and one scaffolding step at a time.

Understanding Behavioral Theories in Education: Classical and Operant Conditioning

Introduction

Behavioral theories are essential in shaping educational practices as they explain how students learn and interact with their environment. Two of the most influential theories in this field are Ivan Pavlov's classical conditioning and B.F. Skinner's operant conditioning. These theories offer valuable perspectives on student behavior, motivation, and learning processes. While both have greatly influenced education, they also come with certain limitations that educators must consider.

Classical Conditioning in Education

Classical conditioning is based on linking stimuli to trigger a specific response. Pavlov’s experiment with dogs illustrated how a neutral stimulus (a bell) could be paired with an unconditioned stimulus (food) to create a conditioned response (salivation). In an educational setting, classical conditioning is evident when students form positive or negative associations with their learning experiences.

In Class 12, when we studied Shakespeare (The Merchant of Venice), I didn't realize how classical conditioning influenced my learning. Initially, I found his language difficult and dreaded literature lessons, associating each new scene with struggling through complex words and plots.

Then, our teacher introduced engaging discussions, dramatic readings, and videos, making Shakespeare livelier and interesting. I began associating it with debates and interpretations, and the more I participated, the more I enjoyed it. Without realizing it, my perception of Shakespeare shifted from being difficult to engaging and enjoyable.

This experience showed me how classical conditioning shapes learning. If my early encounters with Shakespeare had been frustrating, I might have disliked it. But as the environment changed, so did my response. It taught me the importance of teachers creating positive learning experiences, as those associations can last.

One drawback of classical conditioning is its emphasis on passive learning. While students may form conditioned responses, this theory does not account for their active engagement with new information or the development of critical thinking skills. Therefore, although it is effective in managing classroom behavior and motivation, classical conditioning alone is not enough to promote deep learning.

Operant Conditioning in Education

Operant conditioning, in contrast, focuses on active learning through reinforcement and punishment. Skinner suggested that behavior is influenced by its outcome’s reinforcement strengthens behavior, while punishment weakens it. This theory is commonly used in classrooms through reward systems, behavior management techniques, and structured feedback.

In my own experience, I remember how operant conditioning played a role in motivating me during my primary school days. In my English class, the teacher implemented a reward system where students earned points for participating in class discussions and completing assignments on time. These points could be exchanged for small rewards, like stickers in our books or a choice of seat. I quickly realized that participating more in class and staying on top of my work led to more points, which motivated me to engage more actively. Similarly, the teacher used to deduct marks for late submissions, serving as negative reinforcement to discourage procrastination. 

The positive reinforcement of earning rewards helped strengthen my participation and improve my overall performance. This experience showed me how operant conditioning can be effectively used to encourage active learning and positive behavior in an educational setting.

One strength of operant conditioning is its capacity to establish a structured learning environment. By reinforcing positive behaviors, teachers can foster discipline, motivation, and engagement. However, a major criticism is that over relying on external rewards could diminish intrinsic motivation. If students focus solely on rewards, they may find it difficult to engage in self-directed learning once those rewards are no longer present.

Personal Reflection and Future Implementation

Reflecting on my experiences, I have seen both classical and operant conditioning in action. During my microteaching on multimedia, I used positive reinforcement by praising students when they effectively included multimedia elements in their presentations, which encouraged further participation. However, I also observed some students hesitating to respond, likely due to past negative experiences with class participation, showing the impact of classical conditioning.

In the future, as a teacher, I plan to implement both theories to create a supportive and engaging classroom environment. I will use operant conditioning through reward systems to motivate students, such as offering praise and incentives for active participation. At the same time, I will be mindful of students' past experiences and aim to create a positive learning atmosphere that reduces anxiety and fosters a love for learning.

Conclusion

Both classical and operant conditioning provide useful insights into student behavior and learning. While classical conditioning explains emotional and habitual reactions, operant conditioning offers effective strategies for shaping behavior through reinforcement. However, their limitations indicate that educators should combine these theories with other teaching methods to create a well-rounded and engaging learning environment. By doing this, we can foster classrooms where students are motivated not only by rewards but also by the intrinsic joy of learning.

Scouting Journey

Since I joined the scouts in second grade, my journey has been incredibly fulfilling, extending all the way through high school. I made a personal commitment to stay devoted to scouting, and as I transitioned to college, I eagerly continued my scout journey. An amazing opportunity presented itself when I visited Khandothang Primary School to share scouting skills with the young students. That day felt like a blessing; I relished the role of a real teacher, reminiscent of my energetic scout sessions during childhood. The experience not only brought joy but also enriched my scout knowledge. I look forward to more such opportunities, hoping they continue to come my way.

Once a scout, always a scout

Reviving childhood joy with fanciful slippers

As a kid, wearing those special slippers was like stepping into a world of joy.

Every morning, sliding into their comfy embrace turned the ordinary walk into a happy dance.

The bright colors sparked adventures in my imagination, turning my home into kingdoms and forests.

Those slippers were more than footwear, they were my partners in crime, carrying the weight of dreams and the carefree spirit of childhood.

Today, when I see similar pairs, nostalgia floods back.

I am a child once more spinning in the enchantment of those beautiful slippers that turned every step into a celebration.

Wow! Panel Discussion

I used to really enjoy watching panel discussion shows on television. It's incredible that I had the opportunity to be a part of panel discussion in my EAP class. It was an amazing experience and one of the most memorable classes I have had so far.

A panel discussion is an organized conversation where a group of people, usually experts or knowledgeable individuals, share their thoughts and opinions on a specific topic. It's a great way to gain different perspectives and insights on a subject. Our class also had a panel discussion with five groups, each consisting of seven members. I was pleasantly surprised by the talent and confidence displayed by my classmates. I felt like watching a television show. The topics were interesting, and I learned so many new facts, like how Bumthang, a cold place, is now able to cultivate rice due to climate change. The panel discussion was a great way to showcase everyone's potential, and I truly appreciated my classmates' performances. 

I was really captivated by one of the groups in our panel discussion that chose physical appearances as their topic. They did an outstanding job. One member from that group talked about the importance of dressing well to look beautiful. It reminded me of a quote from Shakespeare in my 12th grade. "Eat to thyself, but dress to please others." I completely agreed with that sentiment, just like my mate from that panel group. The panel discussion ended with beautiful memories, and everyone gave their best. I think activities like panel discussion in our modules were helpful for boosting our confidence, learning more and thinking beyond the texts.