Reflection 

After completing weekly tasks and readings I gained an in-depth understanding of how digital technologies pose significant opportunities and complexities to modern teaching. Digital tools can enrich learning experiences when applied with purpose and align with curriculum. The use of digital tools has the ability to capture and engage diverse learners, make students competent digital users beyond the schooling setting as well as guide pedagogical styles.

One consistent theme I wanted to take note of that held significance to myself was digital technologies not replacing explicit and hands on teaching. Coming from a practical teaching area (TAS), I believe technology makes learning far more personalised and interactive yet doesn’t replace physical learning opportunities. Sanders and George (2017) emphasize that technology should not displace traditional teaching methodologies, rather compliment them. When reflecting on the Food technology curriculum, digital technology can allow students to better fulfil design briefs and portfolios as templates are easily accessible and research possibilities are endless. Tactile and practical skills and learning however, cannot be completed using digital technology therefore reiterates the importance of technology complimenting explicit teaching to further enrich the learning experience.

The SAMR model (Substitution, Augmentation, Modification, Redefinition) provided a rich insight into how technology can be integrated into daily practice.  As addressed previously, I have demonstrated how to redesign a task using digital technologies, substituted traditional teaching by integrating technology throughout a lesson, however, I want to further apply redefinition into my teaching practice. I believe there are significant opportunities in the TAS field to explore this aspect of the SAMR model as designs can also be improved and altered to suit demographics and needs of students.

Despite its advantages, digital integration is not without hurdles. Educators frequently face constraints such as limited time for training, insufficient technical support, and uncertainty around adopting new practices (Eady & Lockyer, 2013; Ibieta et al., 2017). This emphasises the importance of continuous professional learning and development, to support students’ educational needs and decrease the negative connotations of delivering education by using digital technologies. As advancements continue in this field so does the need to study and become proficient in using as well as teaching certain aspects. Issues like cyberbullying, data protection, and digital footprints demand robust digital citizenship education (Buchanan, 2019). Teachers are required to collaborate with the whole school community to optimise students’ ethical usage of digital technologies, as it is a combined effort to protect students. Relationship building is likely to protect students’ safety as parents and careers are informed on why training is crucial and necessary. Outlining students’ roles and responsibilities also improves their self-efficacy.

Reflecting on my teaching practice, I recognize the value of the TPACK framework (Technological Pedagogical Content Knowledge) in achieving a holistic approach to teaching in an evolving society. While I have a solid grasp of technological skills and content knowledge, I continue to develop my pedagogical understanding to better merge these elements (Tondeur et al, 2017). Through ongoing reflection and exploration of best practices, I aim to design learning experiences that are authentic, inclusive, and student-centred.