UNIT 2 REFLECTON

UNIT 2 REFLECTION: Strategy for Teaching Literacy with ICT 

 This unit has really changed the way I think about using ICT in the classroom. Before, I used to think it was mostly about showing students how to use certain software or tools. But now I’ve realised it’s so much more than that. ICT teaching should be hands-on, relevant, and centered around the students. It’s not just about using technology it’s about helping students build confidence and develop practical skills they can carry into real-life situations.

One thing that really stood out to me was how much thought and preparation goes into running effective lab-based lessons. Things like setting up the lab space, making sure the right software is installed, and having clear rules in place aren’t just technical details, they’re essential for creating a safe and productive learning environment. One of the most impactful activities we did was the gallery walk, where each group came up with their own ICT lab rules. Seeing everyone’s ideas laid out and getting to compare them made me realise that rules work best when students help create them. They’re not just restrictions rather a shared agreements that help build a respectful space. I definitely want to involve my students in this kind of collaborative rule-making in the future.

Another highlight for me was learning through Problem-Based Learning (PBL). It made everything feel much more meaningful and connected to the real world. For example, in one task we had to create a poster on the issue of deep fake abuse targeting teenage girls. We had given ample of minutes to design something informative using any platform so our group used Canva. It was a challenge, but it really brought the topic to life and pushed us to think critically. It also showed how ICT can be used not just to teach tech skills, but to raise awareness and promote responsible digital behavior. I’d love to create similar tasks in my own classroom that connect ICT with real-life social issues students care about.

This unit also made me think differently about classroom setups. Whether you’re using a traditional lab or mobile devices, each setup has its pros and cons. What matters most is how well the space is managed and how clearly the expectations are communicated. It reminded me that as a teacher, my role isn’t just to bring in the technology but to make sure the environment supports learning, collaboration, and respect.

Project-Based Learning (PBL) was another approach I found really inspiring. I loved how it encourages students to take on real-world challenges using their problem-solving and creative thinking skills. It’s not just about using a tool, it’s about using it with purpose. I can already imagine projects where students work in teams to explore local issues, create multimedia content, or present their findings through digital storytelling. What excites me the most is how PBL naturally builds 21st-century skills like teamwork, time management, digital literacy, and independent learning. Skills that will serve students long after they leave school.

Looking back, what I’ve learned is that good ICT teaching is about making learning active, practical, and skill-focused. Activities like the gallery walk and the deep fake poster didn’t just teach me about tools, they showed me how to use them in meaningful ways. In my future teaching, I want to blend lab-based, problem-based, and project-based strategies to create a vibrant, inclusive, and engaging learning space. My aim is for students to walk away not just knowing how to use ICT but feeling confident and empowered to apply it creatively and responsibly in their everyday lives.