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.