Assistive Tool

 As a future teacher in Bhutan, I recognize the importance of creating inclusive classrooms where all learners regardless of their physical, sensory, or cognitive abilities can access quality education. One of the most effective ways to achieve this is through the use of assistive technology (AT). Although I have not yet observed a real inclusive classroom, my understanding of inclusive practices and educational policies has helped me reflect on how assistive tools can be used meaningfully. In this reflection, I will focus on two assistive tools that are commonly applicable and increasingly used in Bhutan: audio books and talking calculators. I will also discuss how I plan to integrate them into my future teaching practices.

Audio books are digital or recorded versions of printed texts that students can listen to instead of reading. This tool is highly suitable for learners with reading disabilities, such as dyslexia, or students with visual impairments. In a real inclusive classroom, I would use audio books to support students who struggle with decoding written words or who cannot visually access print. For example, during English or Dzongkha lessons, I would provide both printed and audio versions of texts, allowing learners to choose the format that best supports their learning. By incorporating audio books as part of lesson materials, I would ensure that students with special needs can participate in reading discussions, comprehension activities, and assessments alongside their peers.

Similarly, talking calculators are designed to speak numbers and operations aloud, making them appropriate for students with low vision or numeracy difficulties. In a mathematics class, I would use this tool to help students solve arithmetic problems independently. Rather than being left out of number-based tasks, students using talking calculators could verify their answers and actively take part in class activities. This promotes self-confidence, reduces dependence on the teacher, and allows for meaningful participation in group work or assessments.

What makes these tools appropriate is not just their functionality, but their alignment with the learners’ needs and the Bhutanese classroom context. They are relatively affordable, easy to use, and can be implemented in both urban and rural settings with minimal training. More importantly, they support the values of equity and participation, which are central to Bhutan’s education policies and Gross National Happiness philosophy.

As a future teacher, I aim to integrate these tools into my classroom through a Universal Design for Learning (UDL) approach offering flexible options for accessing content, engaging in activities, and demonstrating learning. I will also normalize the use of assistive tools among all students to reduce stigma and build empathy. Most importantly, I will continue to learn and adapt, ensuring that every child is supported to learn meaningfully.

In conclusion, assistive technology is not a special intervention but a basic right for learners who need it. I am committed to using such tools to ensure that my future classroom is inclusive, respectful, and empowering for all students.

Overview of Blog on ICT Tools

                                                                          Summary:

The integration of Information and Communication Technology (ICT) in education has significantly transformed the teaching and learning landscape. As 21st-century educators, it is essential to understand the different categories of ICT tools and how they can be effectively utilized to address the diverse needs of learners. Among the various ICT tools, informative, constructive, communicative, and assistive tools play distinct yet complementary roles in enhancing student engagement, promoting inclusion, and supporting deep, meaningful learning.

Informative ICT tools serve primarily as sources of information. Tools such as PowerPoint presentations, educational websites, digital encyclopedias, and online videos are commonly used to convey facts, explain concepts, and provide learners with access to a wide range of content. These tools are especially useful for introducing new topics and reinforcing key ideas in a structured and visually engaging way. When used effectively, informative tools can cater to various learning styles by incorporating text, images, animations, and audio. They support students in developing foundational knowledge and encourage independent exploration. As a teacher, using informative tools allows for better organization of lessons and more effective content delivery, while also helping learners visualize and contextualize abstract ideas.

Constructive ICT tools, on the other hand, focus on enabling students to actively construct their own knowledge. These include tools such as concept-mapping software, simulation tools, video editing platforms like Camtasia, and collaborative digital whiteboards. Constructive tools encourage learners to analyze, create, reflect, and solve problems through hands-on engagement. Instead of passively receiving information, students become creators of content and meaning. These tools are particularly effective in promoting higher-order thinking skills such as analysis, synthesis, and evaluation. In a student-centered classroom, constructive tools support inquiry-based learning, project-based tasks, and cross-curricular connections, thereby helping learners apply knowledge in real-world contexts.

Communicative ICT tools facilitate interaction, collaboration, and information sharing between students, teachers, and the broader learning community. Platforms like Google Classroom, email, discussion forums, video conferencing apps, and messaging tools help bridge the communication gap, especially in blended or remote learning environments. Communicative tools foster a sense of classroom community, enhance peer learning, and allow teachers to provide timely feedback. They also support differentiated instruction by enabling individual and group engagement at varying paces and levels. For future educators, mastering these tools is essential for maintaining strong connections with students, encouraging collaboration, and supporting continuous learning beyond the physical classroom.

Assistive ICT tools play a critical role in creating inclusive learning environments by supporting students with special educational needs or disabilities. These tools include audio books, screen readers, speech-to-text software, talking calculators, and visual magnifiers. They help remove learning barriers and ensure that all students—regardless of their physical, sensory, or cognitive challenges—can access the curriculum and participate fully in classroom activities. In the Bhutanese context, assistive tools are becoming increasingly relevant, particularly with the government’s commitment to inclusive education. As a future teacher, using assistive technologies will not only support academic inclusion but also uphold the values of dignity, equity, and respect for every learner.

In summary, each category of ICT tool contributes uniquely to the teaching and learning process. Informative tools help disseminate content and provide structured knowledge. Constructive tools empower students to build understanding and engage actively. Communicative tools foster interaction, collaboration, and timely support. Assistive tools ensure accessibility and inclusion for learners with diverse needs. When thoughtfully integrated, these tools do not function in isolation but work together to create a dynamic, inclusive, and student-centered learning environment.

As an aspiring teacher, I recognize the importance of selecting ICT tools not just for their technological appeal, but for their pedagogical appropriateness, accessibility, and alignment with learning objectives. The future of education lies not in replacing traditional methods, but in enhancing them through thoughtful integration of digital tools that empower all learners to succeed. Moving forward, I am committed to developing my ICT skills, staying updated with emerging technologies, and designing inclusive learning experiences that embrace diversity and foster lifelong learning.

Communicative Tool

 A communicative tool is any software, platform, or application that facilitates the exchange of information, ideas, and data between individuals or groups.

This semester, I explored the use of Google Classroom as a communicative tool, where I assumed the role of a teacher and engaged my peers by assigning tasks and facilitating academic discussions. Google Classroom, as a learning management system, enabled me to connect with my peers in a structured and meaningful way. The tool not only enhanced communication but also created an interactive learning environment where information could be exchanged effectively, assignments could be managed efficiently, and feedback could be given promptly.

As part of my role, I created a Google Classroom platform specifically for my group. I organized lessons on topics such as “Conservation of Environment” and “Environmntal impact”. I posted announcements, shared instructional materials, and created assignments with specific deadlines. My peers were asked to submit their work and respond to guiding questions in the comment sections. The platform supported two-way communication, allowing my peers to ask questions, clarify doubts, and engage in collaborative discussions. This experience helped me understand the role of digital tools in supporting teacher-student interaction, even in virtual spaces.

I have also uploaded a short video for my friends to view as an introductory video where I have explained them briefly about the google classroom and about the lesson I am going to teach. This is how I have welcomed my friends through google classroom:

The use of Google Classroom was both relevant and appropriate in the context of our academic tasks. It promoted a learner-centered environment, where I could guide my peers and receive their input. It bridged the gap between instruction and dialogue, helping us to co-construct knowledge. I also used the platform to provide constructive feedback on submitted assignments. This improved my communication and leadership skills, while also reinforcing my understanding of the subject content. I created rubrics and criteria to guide assessment and maintained transparency throughout the process.

To provide evidence, I archived screenshots of the announcements and assignments. I also included a short video demonstration of how I managed the classroom explaining how posts were created and how deadlines were set. The consistency of my engagement was sustained across the semester. I regularly posted updates, created at least two assignments per month.

 I also hosted a few Google Meet sessions linked within the classroom to conduct real-time discussions. This regular use of Google Classroom demonstrated not only technical proficiency but also a strong commitment to collaborative learning.

In reflecting on this experience, I also referred to academic literature which supports the idea that digital platforms like Google Classroom foster engagement, interaction, and autonomy in learners. These findings helped me critically analyze the appropriateness of using such a platform in real educational settings. It reinforced my belief that communicative tools play a vital role in creating inclusive, interactive, and student-driven environments.

In conclusion, my experience with Google Classroom as a communicative tool was transformative. It enhanced my leadership, improved my communication strategies, and gave me insight into how technology can be used to build a strong virtual learning community. The journey was not only educational but also empowering

Constructive Tool

 Constructive tools are general-purpose instruments, techniques, or approaches utilized to facilitate positive change, growth, or development across various aspects of life. These tools aim to enhance productivity, problem-solving, communication, creativity, and collaboration. 

In this semester, my engagement with constructive ICT tools has allowed me to become a more active and independent learner. Among the tools I explored, Camtasia, a video-making and editing application, and concept mapping stood out as powerful resources that helped me construct knowledge meaningfully. These tools enabled me not only to represent what I learned but also to internalize and reorganize information through active engagement, reflection, and creativity. 

Using Camtasia, I was able to create educational videos. The process of creating videos involved scripting, voice recording, screen capturing, and editing, which pushed me to carefully plan and organize my thoughts. I had to break down complex topics into manageable segments and ensure that my explanations were accurate and clear.

I made a video lesson on the topic "People and the Environment".  I started the video creation process within Camtasia, integrating images and GIFS while providing each with a corresponding name and brief description for clarity. Adjusting timing meticulously, I ensured seamless integration of all elements, synchronizing images and descriptions effectively. This experience enhanced not only my technical skills but also my ability to present information in an engaging and learner-friendly manner.  

Upon completion, I exported the video, ready to deliver an engaging and informative learning experience to students. Through this process, I effectively utilized technology to transform theoretical knowledge about "Environment" into a captivating multimedia lesson.

The video given below is the video lesson I created on '"People and the Environment"

 Concept mapping, on the other hand, helped me visually organize and connect key ideas from my coursework. I used digital tools such as Coggle and Mind Meister to build these maps and exported them as images for my portfolio. he visual structure of concept maps encouraged me to think critically and holistically, making them valuable tools for knowledge construction. 

I have created a concept map on pollution, organizing complex information into interconnected ideas, that will help the students to improve comprehension, memory and retention through structured, non-linear layouts.

Informative Tool

 Informative tools are applications or platforms designed to offer users access to extensive repositories of information or content, primarily aimed at facilitating learning and knowledge acquisition. 

In the context of my academic journey, the integration of Information and Communication Technology (ICT) tools has played a crucial role in enhancing my learning experience. Among the various ICT tools, I found PowerPoint (PPT) to be a powerful informative tool that significantly supported my ability to deliver information in a structured, engaging, and visually appealing manner. In this reflection, I will share my experiences and insights on how PPT helped me improve both my personal learning and my academic performance.

I used PowerPoint primarily for class presentations and assignments. It enabled me to organize content logically using slides, incorporate multimedia elements such as images, audio, and videos, and present information in a manner that was both clear and concise. One of the key strengths of PPT as an informative tool lies in its ability to convey complex information through visual summaries, bullet points, and graphics. This feature helped me to simplify difficult concepts, which made them more accessible to my peers during group presentations.

I have created a PPT on the topic eight parts of speech for class 5 students as an informative tool. You can get access to my ppt through this-  Eight Parts of Speech.pptx

Moreover, creating presentations with PowerPoint encouraged me to think critically about the content I was delivering. It was not just about putting information on slides but ensuring that the material was relevant, well-researched, and aligned with the learning objectives. I often found myself revisiting literature and digital sources to back up my points, thereby strengthening the academic quality of my presentations. In one instance, I incorporated data from journal articles on the impact of digital tools in inclusive education, which added depth to my analysis. This process improved my research and citation skills, showing how PPT use extends beyond visual aids to promote deeper academic engagement.

Here is a short video of myself presenting to my friends using a PowerPoint presentation.

In terms of technical skills, using PPT also allowed me to explore advanced features such as slide transitions, embedded media, hyperlinks, and smart art. These tools enhanced the interactivity and professionalism of my work. I realized that by mastering these features, I could customize content to suit different audiences be it for a peer group discussion or a formal classroom presentation. Additionally, the ability to receive and reflect on peer feedback after each presentation allowed me to continuously refine my work. Over time, I developed a clear structure for my slides starting with an objective, followed by key content, and ending with a summary or reflective question which significantly improved my delivery and the overall learning experience of my audience.

The relevance of PPT in an academic setting is undeniable. It supports the development of digital communication skills and fosters creativity. For instance, when I prepared a presentation on “Eight part of Speech,” I used visual icons and infographics to illustrate abstract ideas like digital rights and responsibilities. This approach not only made my presentation visually engaging but also ensured that my audience remained focused and understood the topic better. Therefore, PPT proved to be an appropriate tool for information delivery, especially in settings where visual representation enhances understanding.

To support my use of PPT, I have uploaded my own video of doing presentation using PPT, including screenshots of my slides. 

Consistency in using PPT was maintained throughout the semester. Each presentation was followed by a reflection on what worked well and what could be improved. This consistent practice allowed me to track my progress and make necessary improvements over time.

In conclusion, using PowerPoint as an informative tool has been an enriching experience. It sharpened my technical skills, improved my ability to present ideas logically, and encouraged the use of digital media to support learning. It also enhanced my confidence as a presenter, as I learned how to balance textual and visual elements effectively. The experience reaffirmed the importance of integrating appropriate ICT tools in academic settings to promote effective communication and active learning.