CIC2601
Assignment 5
PORTFOLIO
Due 10 October 2025
, CIC2601
Assignment 5: PORTFOLIO
Due on 10 October 2025
Reflection on Digital Technology Integration
Section A: Q&A Reflection
1. How did your understanding of digital integration in education develop through
CIC2601?
At the beginning of CIC2601, my understanding of digital technologies was largely
functional, focused on basic applications such as PowerPoint presentations or email
communication. Through sustained engagement with the module, this perception
expanded significantly. The introduction of frameworks such as Technological
Pedagogical Content Knowledge (TPACK) and the SAMR model transformed my
approach to digital integration.
These frameworks emphasized that digital pedagogy becomes meaningful when
technology is deliberately aligned with both content and pedagogy (Mishra & Koehler,
2006; Puentedura, 2010). My portfolio tasks reinforced the idea that technology should
not merely replicate traditional practices but instead reshape them into interactive,
collaborative, and inquiry-driven processes. This development reflects a shift in my
thinking—from viewing technology as supplementary to recognizing it as a catalyst for
transformative learning.
Assignment 5
PORTFOLIO
Due 10 October 2025
, CIC2601
Assignment 5: PORTFOLIO
Due on 10 October 2025
Reflection on Digital Technology Integration
Section A: Q&A Reflection
1. How did your understanding of digital integration in education develop through
CIC2601?
At the beginning of CIC2601, my understanding of digital technologies was largely
functional, focused on basic applications such as PowerPoint presentations or email
communication. Through sustained engagement with the module, this perception
expanded significantly. The introduction of frameworks such as Technological
Pedagogical Content Knowledge (TPACK) and the SAMR model transformed my
approach to digital integration.
These frameworks emphasized that digital pedagogy becomes meaningful when
technology is deliberately aligned with both content and pedagogy (Mishra & Koehler,
2006; Puentedura, 2010). My portfolio tasks reinforced the idea that technology should
not merely replicate traditional practices but instead reshape them into interactive,
collaborative, and inquiry-driven processes. This development reflects a shift in my
thinking—from viewing technology as supplementary to recognizing it as a catalyst for
transformative learning.
