, CIC2601
ASSIGNMENT 3 2026
DUE 31 JULY 2026
Question 1 - Reflective Essay on Completing CIC2601 Assignment 2
1. Introduction
The purpose of Assignment 2 for CIC2601 (Computer Integration in the Classroom) was to develop
a comprehensive ICT-integrated lesson plan and reflect on the process of integrating technology
into teaching practice. The assignment required me to create a digital portfolio on Wix, formulate
lesson objectives using Bloom's Taxonomy, design three ICT-integrated learning activities for
different lesson phases, and record a video reflection analysing my lesson through the SAMR model
(CIC2601, 2020:13-15). This reflective essay critically examines my learning journey, the challenges
encountered, and the professional growth achieved through completing this assignment.
2. Learning Experiences
Completing this assignment significantly enhanced my understanding of how Information and
Communication Technologies (ICTs) can transform classroom practice. The most significant learning
experience was understanding the SAMR model and its practical application in lesson design. The
study guide describes SAMR as a framework that categorises technology integration from
Substitution to Redefinition, where the higher levels represent more transformative uses of
technology (CIC2601, 2020:14). I learned that while Substitution and Augmentation enhance
learning, Modification and Redefinition fundamentally transform pedagogical approaches.
I was exposed to several new digital tools through this assignment. Padlet, an online collaborative
bulletin board, allowed for real-time, anonymous participation from all learners (CIC2601, 2020:46).
The PhET Interactive Simulation from the University of Colorado provided visual representations of
scientific processes that would be impossible to observe in a traditional classroom setting (CIC2601,
2020:31). Google Forms and Flipgrid offered alternative assessment methods that cater to diverse
learning preferences. These tools demonstrated that effective ICT integration requires selecting
appropriate technologies aligned with specific learning objectives.
The assignment also developed my skills in designing learner-centred activities. I learned that
technology should serve pedagogical goals rather than being used for its own sake. The lesson
objectives I formulated using Bloom's Taxonomy—from Remembering and Understanding to
Evaluating and Creating—required careful alignment with appropriate ICT tools and activities
(CIC2601, 2020:13). This alignment is crucial for meaningful technology integration.
, 3. Challenges and Solutions
Several challenges emerged during the completion of this assignment. The primary difficulty was
navigating the Wix platform to create a professional-looking digital portfolio. While Wix offers
user-friendly templates, I initially struggled with organising content under the required tabs (Home,
Lesson Plans, Activities, Reflection, Video). To overcome this, I followed the instructional videos
provided in the study guide (CIC2601, 2020:46-50) and practised creating pages before final
submission.
Another significant challenge was determining appropriate SAMR levels for each activity. Research
suggests that most student teachers' technology integrations remain at lower SAMR levels, such as
substitution or augmentation (König et al., 2024). I initially considered all technology use as equally
valuable, but the assignment required critical evaluation of whether each tool merely substituted
traditional methods or fundamentally redesigned learning tasks. I addressed this by consulting the
study guide's explanation of SAMR and comparing my activities against established criteria
(CIC2601, 2020:14).
Time management posed a third challenge, as the assignment required creating multiple
documents, uploading evidence to Wix, and recording a video reflection. I created a checklist based
on the assignment requirements and allocated specific time blocks for each task. The support
provided by the study guide's structured approach to lesson planning—including guidelines for
teaching activities, learning activities, and assessment—helped streamline the process (CIC2601,
2020:42-50).
4. Personal Growth and Professional Development
This assignment significantly contributed to my development as a future teacher by deepening my
understanding of inclusive ICT practices. The study guide emphasises that integration literacy
accommodates diverse learners through multiple means of representation, expression, and
engagement (CIC2601, 2020:60). I learned that technology can support differentiated instruction
by offering various entry points for learners with different abilities. For instance, Padlet accepts
drawings alongside text, PhET provides visual and interactive learning, and Flipgrid allows spoken
responses for learners who struggle with written expression.
The assignment reinforced the importance of moving from teacher-centred to learner-centred
approaches. In technology-integrated lessons, the teacher becomes a facilitator rather than a
lecturer, while learners become active, collaborative, and autonomous participants in their learning
(CIC2601, 2020:14). This paradigm shift is essential for preparing learners for a technology-rich
future and aligns with South Africa's e-education policy goal that every learner should be
technologically well-informed (CIC2601, 2020:24-25).
I also developed awareness of practical considerations for South African classrooms. The study
guide highlights challenges such as lack of infrastructure, unstable internet connectivity, and
inadequate teacher training (CIC2601, 2020:26-30). In my lesson design, I deliberately chose free,
web-based tools that work on low-end devices. I also included offline alternatives for learners
without devices at home, reflecting the diverse realities of South African schools.
ASSIGNMENT 3 2026
DUE 31 JULY 2026
Question 1 - Reflective Essay on Completing CIC2601 Assignment 2
1. Introduction
The purpose of Assignment 2 for CIC2601 (Computer Integration in the Classroom) was to develop
a comprehensive ICT-integrated lesson plan and reflect on the process of integrating technology
into teaching practice. The assignment required me to create a digital portfolio on Wix, formulate
lesson objectives using Bloom's Taxonomy, design three ICT-integrated learning activities for
different lesson phases, and record a video reflection analysing my lesson through the SAMR model
(CIC2601, 2020:13-15). This reflective essay critically examines my learning journey, the challenges
encountered, and the professional growth achieved through completing this assignment.
2. Learning Experiences
Completing this assignment significantly enhanced my understanding of how Information and
Communication Technologies (ICTs) can transform classroom practice. The most significant learning
experience was understanding the SAMR model and its practical application in lesson design. The
study guide describes SAMR as a framework that categorises technology integration from
Substitution to Redefinition, where the higher levels represent more transformative uses of
technology (CIC2601, 2020:14). I learned that while Substitution and Augmentation enhance
learning, Modification and Redefinition fundamentally transform pedagogical approaches.
I was exposed to several new digital tools through this assignment. Padlet, an online collaborative
bulletin board, allowed for real-time, anonymous participation from all learners (CIC2601, 2020:46).
The PhET Interactive Simulation from the University of Colorado provided visual representations of
scientific processes that would be impossible to observe in a traditional classroom setting (CIC2601,
2020:31). Google Forms and Flipgrid offered alternative assessment methods that cater to diverse
learning preferences. These tools demonstrated that effective ICT integration requires selecting
appropriate technologies aligned with specific learning objectives.
The assignment also developed my skills in designing learner-centred activities. I learned that
technology should serve pedagogical goals rather than being used for its own sake. The lesson
objectives I formulated using Bloom's Taxonomy—from Remembering and Understanding to
Evaluating and Creating—required careful alignment with appropriate ICT tools and activities
(CIC2601, 2020:13). This alignment is crucial for meaningful technology integration.
, 3. Challenges and Solutions
Several challenges emerged during the completion of this assignment. The primary difficulty was
navigating the Wix platform to create a professional-looking digital portfolio. While Wix offers
user-friendly templates, I initially struggled with organising content under the required tabs (Home,
Lesson Plans, Activities, Reflection, Video). To overcome this, I followed the instructional videos
provided in the study guide (CIC2601, 2020:46-50) and practised creating pages before final
submission.
Another significant challenge was determining appropriate SAMR levels for each activity. Research
suggests that most student teachers' technology integrations remain at lower SAMR levels, such as
substitution or augmentation (König et al., 2024). I initially considered all technology use as equally
valuable, but the assignment required critical evaluation of whether each tool merely substituted
traditional methods or fundamentally redesigned learning tasks. I addressed this by consulting the
study guide's explanation of SAMR and comparing my activities against established criteria
(CIC2601, 2020:14).
Time management posed a third challenge, as the assignment required creating multiple
documents, uploading evidence to Wix, and recording a video reflection. I created a checklist based
on the assignment requirements and allocated specific time blocks for each task. The support
provided by the study guide's structured approach to lesson planning—including guidelines for
teaching activities, learning activities, and assessment—helped streamline the process (CIC2601,
2020:42-50).
4. Personal Growth and Professional Development
This assignment significantly contributed to my development as a future teacher by deepening my
understanding of inclusive ICT practices. The study guide emphasises that integration literacy
accommodates diverse learners through multiple means of representation, expression, and
engagement (CIC2601, 2020:60). I learned that technology can support differentiated instruction
by offering various entry points for learners with different abilities. For instance, Padlet accepts
drawings alongside text, PhET provides visual and interactive learning, and Flipgrid allows spoken
responses for learners who struggle with written expression.
The assignment reinforced the importance of moving from teacher-centred to learner-centred
approaches. In technology-integrated lessons, the teacher becomes a facilitator rather than a
lecturer, while learners become active, collaborative, and autonomous participants in their learning
(CIC2601, 2020:14). This paradigm shift is essential for preparing learners for a technology-rich
future and aligns with South Africa's e-education policy goal that every learner should be
technologically well-informed (CIC2601, 2020:24-25).
I also developed awareness of practical considerations for South African classrooms. The study
guide highlights challenges such as lack of infrastructure, unstable internet connectivity, and
inadequate teacher training (CIC2601, 2020:26-30). In my lesson design, I deliberately chose free,
web-based tools that work on low-end devices. I also included offline alternatives for learners
without devices at home, reflecting the diverse realities of South African schools.
