Summary

 Reflection on Learning with ICT Tools: From Communication to Construction

My journey of learning about ICT tools has been nothing short of eye-opening. Before this course, I thought of digital tools as something to use only when absolutely necessary. But as I explored apps like Telegram, Google Docs, Google Classroom, and PhET Simulations, my perception shifted entirely. I realized these tools are not just convenient add-ons but powerful learning companions that support communication, collaboration, creativity, and deeper understanding.

Among the tools, Telegram stood out to me as the most familiar and frequently used. It’s a messaging app that allows text, voice, file sharing, and even broadcasts to large groups. I had always used Telegram to stay in touch with friends or classmates, especially for group assignments, but I hadn’t really thought of it as a communicative learning tool until now. As I reflected more, I understood that Telegram removes physical barriers to communication. Whether we’re in different locations or working late at night, we can still connect instantly and meaningfully.

Telegram has supported my collaborative learning journey in many ways. During group assignments, we used Telegram to discuss ideas, clarify doubts, and provide instant feedback. Sometimes we would speak or write in languages we felt comfortable with, which created a more inclusive and relaxed environment. What I appreciated most was how we all worked towards a shared goal through communication. It wasn’t just about getting the task done—it was about constructing knowledge together. Telegram helped reduce miscommunication and delays that often happen with face-to-face meetings, and this saved us a lot of time while enhancing the quality of our work.

Moving on to Google Classroom, I discovered a more structured environment for digital learning. It is an online learning management system where teachers and students interact virtually. At first, I just saw it as a platform for submitting assignments, but then I realized how thoughtfully it’s built to support constructive learning. Teachers can share YouTube videos, add links, upload files, and even create interactive assignments. The comment feature lets students and teachers engage in discussions, reflect on ideas, and ask questions.

One feature I found especially useful was the announcements section. Teachers could post reminders or updates, which helped us stay organized. Even grading could be done in various flexible ways. This shows that Google Classroom isn’t just for information delivery—it’s designed to support learner-centered instruction, where students engage actively with the content and build on their understanding.

Then came Google Docs, which turned out to be far more than a word processor. Initially, I used it just for basic typing, but I soon discovered its real power lies in co-construction. It allows multiple users to work together on a single document, leave comments, make suggestions, and improve each other’s work. When my classmates and I worked on a lesson plan for environmental education, Google Docs became our shared workspace. It felt like we were brainstorming and learning side by side, even if we were in different places.

What I appreciated most about Google Docs was the way it included everyone’s voice. It created a sense of community where feedback was constructive, respectful, and useful. I now imagine using this in my own classroom someday—allowing students to collaborate, revise each other’s writing, or plan group projects together. It’s an ideal tool to promote teamwork, reflection, and communication all at once.

One of the most exciting parts of this learning journey was discovering PhET Simulations. Before this, I never really understood how technology could make abstract ideas come alive. With PhET, I could manipulate variables, test my ideas, and observe how changes affected outcomes—without fear of making mistakes.

This platform helped me learn difficult math and science concepts like energy transfer or chemical reactions in a hands-on, interactive way. I wasn’t just watching or listening; I was doing. And that made all the difference.

PhET made me feel in control of my learning. I could take my time, try different approaches, and revisit concepts until I fully understood them. It was empowering and motivating. Even though we don’t always have access to high-tech gadgets or strong internet in every school, I realized that many free, low-tech tools like PhET can still create meaningful learning experiences if used creatively.

Looking back, this entire experience has changed the way I think about education. ICT is not just about making tasks easier—it’s about transforming learning. Tools like Telegram, Google Classroom, Google Docs, and PhET all serve different purposes, but they share a common thread: they help learners communicate, collaborate, construct, and connect knowledge in real, relevant, and empowering ways.

Going forward, I am more confident and excited to integrate ICT in my own teaching practice. I want to create spaces—digital or physical—where my students feel empowered to explore, create, and learn together. Whether it's discussing on Telegram, planning on Google Docs, or simulating on PhET, I now see that technology has the potential to turn a traditional classroom into an engaging, collaborative, and deeply meaningful learning environment.

Co-constructive Tool

 Reviewing Google Docs as an Option for Working Together

Learning Google Docs here has gone beyond just typing, because it has become a place for us to discuss, learn together and cooperate meaningfully. I initially employed it just for some basic writing, but soon I began to understand the many ways it helps with collaboration and interaction in learning.

With Google Docs, I have grown in my ability to think about what I learn and work together with others. When I create group lesson plans or participate in peer review, the ChatWords tools let me communicate with classmates fast and like we are all in one room together. For example, when we were doing a group project on environmental education, we all used Google Docs to prepare, review and perfect our work as a team. Not only were we working alongside each other; we were growing our knowledge step by step.

I really like that Google Docs makes people want to participate actively. Different voices are included and their voices matter. Sharing suggestions in the comments helps others and the outcome becomes more valuable. I want my classroom environment to resemble this style of digital collaboration, where many help each other and discussions improve ideas.

Group assignment made using google doc 

Using Google Docs is simple which makes it accessible to many people. Experiencing Embassy wasn’t difficult for someone without much tech skill. Being cloud-based let me code from my phone while eating, my house’s computer or workstations at school. This helped keep my projects protected and accessible which made crunch time for assignments much less stressful.

As well as academic use, Google Docs was valuable for planning our school club activities and writing drafts of scripts with others. As a result, I realized that co-construction supports team projects, effective communicating and being a good leader.

In short, I now see Google Docs as both a place to create text and a way for teams to collaborate mentally. Not only has it improved my skills for being a teacher, but it has also shown me how to be a helpful member of the group. In the future, I will rely on Google Docs to support teamwork, mentoring and mutual learning with my students.

comment section used to comment each others work and discuss  

ICT as a Situating Tool

Turning Classroom into Real-life Lab 

 It was really eye-opening for me to learn about the "ICT as a Situating Tool." My knowledge of the value of digital technology in education was limited before that time, but I had never given any thought to how revolutionary ICT could be in changing how students learn and interact with their education. In addition to being exciting, the idea of using technology to enable students to "situate" students in dynamic, realistic settings rather than only "present" their knowledge served as an inspiration for my profession. I started to realize that ICT, as a situating tool, is not limited to the classroom and gives students the chance to actively participate in virtual worlds or simulations in authentic settings.

According to what I learned during the class, "simulating tools" are new digital platforms or programs that could allow students to learn in a simulated environment. This gives students a genuine mediated experience that improves their experimentation, manipulation, and exploration while also strengthening critical thinking, problem-solving, and subject comprehension.

Many students may feel that math is just a collection of numbers and rules that have no bearing on their personal lives. But when ICT is used properly, it makes it possible to visualize the concepts and explore them practically. 

I believe I was occasionally a little taken aback by the sheer volume of tools being offered, and I felt that I had a lot to learn because I had been exposed to techniques and technology that I had never used before. Furthermore, when schools around the world lack the gadgets or Internet connectivity necessary to support the frequent use of such cutting-edge tools, I occasionally find it difficult to comprehend what they can actually do to maximize the value of digital tools. The main takeaway, though, was that when we think imaginatively, even basic, free, low-tech tools may have a significant influence. It's not about the newest technology, but rather about finding new ways to use what we already have.

This made me reflect on my educational experience, specifically my engagement with PhET Simulations, a suite of digital simulations based on research that aims to improve understanding of math and science subjects. The fact that PhET is based on a constructivist mindset, which enables students to create their own knowledge via inquiry. Using the simulations allowed me to test my hypotheses, change variables, and explore various outcomes in a secure virtual environment, which really made me feel immersed. Energy transfers, physical interactions, and chemical collisions were all examples of multi-dimensional learning that used even the most difficult ideas.

PhET Simulation (free website)

In my opinion, PhET gave me the chance to take my time, learn at a speed that was comfortable for me, and even go over ideas again until I fully grasped them. For the first time in my life, I felt like I was in charge of my education. Without the stress of making mistakes, I was developing my own theories, thinking back on my findings, and altering my perspective. It was energizing to switch from passively absorbing preexisting knowledge to actively creating my own knowledge.

PhET was emotionally comforting and a self-motivating factor. It's common to question whether I'll be able to use all of the tools efficiently when I'm first introduced to them. I started to feel more confident and excited after getting to know the PhET atmosphere.

It served as a reminder that it's okay to start small and hone our talents. Above all, it reaffirmed that education has purpose when it is linked to some kind of real-world experience. I am eager to use ICT in my teaching practices in more significant ways going forward. Instead of merely providing verbal explanations of things, I want to create classes that allow students to investigate them. In order to make sure that ICT serves as an aid rather than a barrier to improved learning, I will also look for easily available, cost-free resources that may be used even in settings with limited resources. Giving students the opportunity to expand the places they can explore on their learning journeys will be essential in improving their learning experiences.

My perspective on the use of technology in education has changed as a result of this session. It encourages me to use my imagination to think of a variety of fresh resources that I might not have thought of otherwise in order to create a learning environment that is student-centered, interesting, and useful—a place where students connect what they are learning in the classroom to the larger context of the world.

Simulation on 5 subjects

Simulation based on pH scale

https://phet.colorado.edu/en/simulations/ph-scale

(link for the pH scale simulation)

https://phet.colorado.edu/en/simulations/browse?subjects=biology&type=html

(this link will directly sent you to PhET simulation home page)

Is Google Classroom Constructive Tool?

Notes from the classroom states that, a constructive tool refers to any digital or technological tool that helps students actively construct knowledge by linking new digital tools with students' prior knowledge that enables the active construction of new understanding. Rather than just receiving information, students use these tools to create, explore, and reflect, which deepens their understanding. This approach supports learner-centered instruction by enabling students to use technology as a means of building on what they already know.

Constructive Tools are general purpose tools that can be used for manipulating information, constructing one’s own knowledge or visualising one’s understanding (Williams, Michael D. (2000). Integrating Technology into Teaching and Learning: Concepts and Applications, An Asia-Pacific Perspective. Singapore: Prentice Hall).

According to Mukundan (2024), Google Classroom is a free, web-based learning management system (LMS) from Google designed to simplify teaching and learning online. It allows teachers to create virtual classrooms, share assignments, announcements, resources, and feedback with students, and fosters student collaboration through various features. 

Google classroom is basically a virtual classroom where learning can still take place in online platform where teachers and students can learn even without needing to physically seat in the classroom. Whereby, teachers give assignments using different types of learning materials such as uploading YouTube videos, Google Drive files, and even add links. Interactive activities can also be created using PDFs and Word Doc from drive. Teachers can also create grading system based on assignments such as total point grading, weighed by category grading or no overall grading. 

One thing about Google classroom being a constructive tool is that virtual discussions can take place. Teachers can create a answer question driven discussion and even comment on other students answer which promotes active learning and critical thinking. With this students can learn to analyze, evaluate, and apply knowledge in a meaningful way. Announcements section is also there where teachers can give updates on students regarding assignments, class works, deadlines, tests or any other information need for students'.

To conclude Google Classroom is used by teachers by designing activities that encourage students to actively build knowledge rather than passively receive it. They can assign collaborative projects using Google Docs or Slides, prompt students to reflect and connect ideas through journal entries or discussion questions, and provide timely feedback to guide deeper thinking.

Students Section

Empowering Communication

The Telegram Way

Telegram basically is a messaging app and a cross-platform instant messaging service. It also allows users to send messages, files (even videos), and links; create groups; and also broadcast to a larger audience. 

So, when I was learning about ICT as a communicative tool, the first thing that came to my mind was Telegram is a commonly used communicative tool for us students. Communicative tools refer to applications, apps, and technology that enable easy communication with or without physical barriers. Thus Telegram falls under it, as it has all the features of a communicative tool.

In addition, Telegram has educational benefits for an individual in various ways. It helps a person take a better and increase collaborative learning. This increases the success rate of a person in life as well as academic life, which increases the quality of life (only if we use it in the right way).

To share my thoughts about using Telegram, it is very conventional, first of all. As we all can get access to a Telegram account using the app or website if we have an account, if not, we can create an account. That's also only if we have access to networks such as the internet and Wi-Fi, which becomes a drawback when we have to travel to remote places with network issues. We can use it anywhere, anytime, with or without a physical barrier. It's a two-way process where there is a sender and a receiver, so the sender will send messages in text or voice form or in files, and the receiver can also do the same.

As I mention above, Telegram is a very common or the most preferable communicative tool, especially amongst students. Till now, I have been using Telegram when studying or doing assignments, which is very helpful as it enhances my learning. It has also encouraged collaborative learning while doing group work, as we have to communicate with our friends regarding the assignments. Sometimes we speak or text in the language we are comfortable thus, we all work together to get/achieve a shared learning goal. With this, it provides clarity and coherence when we do assignments; if not, we always have room for discussion and debate. We can also give immediate feedback in Telegram so we don't waste time by meeting face-to-face, which takes time, leaving no room for miscommunication. Subsequently, leading to construction of knowledge through communication in Telegram. 

Subsequently, Telegram as a communicative tool encourages the construction of knowledge, making students responsible for their learning and providing them with an enhanced lifestyle. 

About my friend

 A Friend Like No Other

Friendship is one of the most beautiful bonds in life, and I’m lucky to have a friend who makes every moment special. She is more than just a friend—she is like family.

From the first time we met, I knew she was different. She has a way of making people feel comfortable and valued. Whether it’s through her kind words, her contagious laughter, or the way she listens when I need someone to talk to, she always finds a way to brighten my day.

She is strong, smart, and full of life. No challenge is too big for her, and she never backs down from standing up for what’s right. Her positivity is infectious, and even in tough times, she finds a way to see the silver lining.

What I admire most about her is her kindness. She is always ready to help, whether it’s a small act of generosity or simply being there when I need support. She reminds me that true friendship is about understanding, patience, and unconditional support.

Having her as a friend is a blessing, and I am grateful for every memory we create together. No matter where life takes us, I know that our friendship will always remain strong.

Here’s to a lifetime of laughter, adventures, and unforgettable moments.