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This unit shifted how I view digital literacy in secondary PDHPE, from tool use to thoughtful design. I achieved my goals through curiosity, reflection, and adapting plans as my understanding deepened. The biggest takeaway was that digital integration is not about perfection or prescribed tools but about choosing what works best for students, contexts, and learning intentions.

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At the beginning of this unit, I was confident using tools like Canva and Zoom but had not explored how to embed digital technologies meaningfully in a PDHPE context. The digital literacy survey highlighted my knowledge of digital safety and tool selection gaps. While I initially planned to use Google Forms and Padlet, I shifted toward tools that better suited my teaching goals. I incorporated Padlet as a student feedback exemplar and used Canva to create a digital literacy summary poster, which helped consolidate my learning. I also explored external resources that offered authentic, curriculum-aligned applications for PDHPE.

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At first, I felt overwhelmed by the sheer number of digital tools available; how was I supposed to choose the “right” one? I questioned whether these tools could meaningfully support learning in a practical, physical subject like PDHPE. However, as I explored and experimented, particularly when designing a movement analysis task video (very raw), I began to enjoy the process genuinely. The creativity and learning gave me a surprising boost in confidence and helped shift my mindset from uncertainty to curiosity.

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I developed a more confident and critical approach to selecting digital tools throughout the unit. Initially, I struggled to judge which platform would support learning in a PDHPE context. Over time, I learned to evaluate these tools based on their alignment with learning goals and relevance to students. Padlet and Canva stood out for their clarity and ease of use. I also identified areas for growth, particularly in video editing and using data tools, and now feel better equipped to make purposeful digital decisions in future lessons.

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This experience shifted my thinking from “using digital tools” to “designing for learning”. I now understand how digital technologies can enhance reflection, feedback, and well-being, even in movement-focused subjects. The tools I explored were not just add-ons; they served clear purposes that supported student engagement, self-assessment, and curriculum outcomes. The platforms I engaged with felt purposeful, not just performative. I feel better equipped to make informed, student-centred decisions about when and why to use technology in future lessons.

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I have learned that meaningful digital integration involves alignment, flexibility, and knowing when a tool adds value. I would now plan tasks around learning intentions rather than tools and refine them using student feedback or a more knowledgeable other. This approach ensures technology supports learning rather than distracting from it. I have also come to value adaptability as a key part of digital literacy in teaching practices.

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In line with my growing confidence, I presented this reflection using Padlet. This helped me organise my thoughts using Gibbs’ Cycle (University of Edinburgh, 2020) and reflected my learning goal of selecting tools that support engagement. I will build on my interest in video editing, try more reflective digital tools, and strengthen my capacity to embed digital safety into future PDHPE lessons.