During the course of this unit, I realised that I have taken the place of a student and how ‘Bloom’s Digital Taxonomy’ has developed and shaped my own learning (Ray, 2021). I now appreciate having a holistic view of how pedagogies affect student learning and teaching, together with incorporating ICT knowledge, identifying digital disruptions, the AITSL (2017) Teacher Standards, and the ACARA (2022) General Capabilities - Digital Literacy components.

At the start of this course, I was eager and confident in my ability to use ICT tools in education. In contrast, experimenting with new tools put my skills to the test and required me to overcome my doubts to accomplish outcomes. I now understand that TPACK and the triple Es frameworks guided my learning journey (Green, 2020).

My evaluation of this experience has been positive; I now understand the many pedagogies that underpin my teaching practice which has been insightful and personable (Howell & McMaster, 2022). The only negative experience has been time constraints, which is problematic for my in-depth learning.

I have learned there is an intertwining of approaches to teaching ICT and Digital Literacy and the more I am familiar with ICT the more proficient I will be in my teaching (ACARA, 2022). I would like to have completed all the activities in each module, as I feel this would have presented more challenges and furthered my understanding.

I will value this learning experience and continue to develop my knowledge of pedagogies as I transition through my Primary Education Master of Teaching degree. I am confident in my ability to use ICT, to provide dynamic and engaging lesson plans for students in all curriculum areas (AITSL, 2017).