Reflection on Unit One: Information and Communication Technology in Education

 

I now view ICT in education very differently as a result of this class. I used to believe that ICT just included the use of computers, projectors, and possibly the internet in the classroom. I now see that the main focus is on how technology may be used to make learning engaging, innovative, and purposeful.

 

We started off by talking about the distinctions between traditional and ICT-based schools. This made me think of my own school days, when we largely listened to the instructor and she was the primary source of knowledge. The classroom looks completely different with ICT. Students have the ability to conduct research, produce original content, and even work together. Learning becomes more engaging and student-focused as a result. It helped me envision the type of classroom I want to have in the future—one that is more about exploration than lectures.

The ICT curriculum mapping exercise was another component that I thought was really helpful. This made it clearer to me that technology functions best when it is organized and related to the topic. For instance, I could use interactive timelines or online museums for history, and I could utilize videos and simulations for science. Because it demonstrated to me how technology can be used to creatively express ideas, I also appreciated utilizing Canva for this exercise.

I was given a clear framework for thinking about technology use when we later learnt about the SAMR model. I realized that, on a more basic level, technology only substitutes outdated techniques, such as typing for handwriting. However, at higher levels, students are able to conduct things like digital experiments and online cooperation that were previously impossible. I can use the SAMR approach to assess if I am merely substituting or truly changing learning in my own instruction.

We also examined the difficulties associated with ICT, such as inadequate internet, a shortage of devices, or pupils' varying degrees of digital proficiency. These initially appeared depressing, but I soon discovered that educators may be accommodating. For instance, offline activities can be used in the event that the internet is unavailable. Peer support might be helpful if certain kids suffer. I learned from these conversations that while ICT is strong, it also requires careful planning and problem-solving.

I wish to use ICT in the future in a balanced manner, integrating it with conventional instruction as necessary. I would want to test tools like Google Classroom, Quizizz, and Kahoot since they make learning engaging and enjoyable. Above all, I want to make sure that ICT is used for a purpose and consistently advances the learning objectives.

In conclusion, Unit One has opened my eyes greatly. ICT is now seen by me as an essential component of teaching, not an optional addition. It has given me the courage and inspiration to use technology to encourage kids to be active, imaginative, and involved learners in addition to teaching knowledge.