Surname & Initials: Sewape S.
Student No: 222187576
Module Code: TST0B3
REFLECTION TASK
This online module has been empowering as well as meaningful and challenging. At the
beginning of the year, I doubted that online classes would be productive as for me technology
was limited to social spaces where young people interact and have fun. I had not anticipated
how vital these environments would become for my development as a pre-service teacher.
Gradually, I began to appreciate the role of digital tools in the construction of professional
identity, networking, and the teaching practice. Such a mindset transformation was not that
quick to handle, but the result of sustained engagement with the activities that were designed
to encourage professional online participation. Gradually, I trained myself on how to take on
responsibilities, maintain discipline, stay motivated, and develop a strong work ethic. I
encountered several challenges in my online learning experience. It was even more difficult to
stay disciplined without physical classrooms and lecturers. Sometimes I would fall asleep when
on the meetings because of not being used to the environment. But what I realised is that online
learning environments require a lot more discipline and self-regulation where students must
take responsibility for planning, managing their learning, and staying engaged (Zimmerman,
2002). Personally, my ability to manage my time and staying committed helped me a lot this
year. I utilized digital organizers and reminders to help manage my workload and deadlines,
which I used to surpass the minimum requirements to complete assignments. I felt that my
motivation increased, and I was determined to develop myself as an aspiring educator. One
thing that helped me a lot was google calendar, it always reminded me of days I needed to
submit or any important assessment I had to do. I have learnt to recognize the behaviour of
rushing through activities and the effect that workload had on the quality of my learning. And
stopping to learn from my experience was a reward. I learnt a lot from the development of the
module activities and how they were designed because they were meaningful. I learned a lot
from activities like creating professional profiles on LinkedIn, Facebook, and Google Site PLN
because they helped me build a professional identity. I also appreciated the design and structure
of the learning activities because they followed the 5E instructional model of learning. I also
learned a lot from the other activities because they encouraged me to reflect on and actively
learn the content, as opposed to mindlessly consuming the content. I learnt and enjoyed the
collaboration opportunities as they helped me voice the social nature of learning. Fully online
modules have an important place in modern education. Technology continues to shape how the
world learns, works, and communicates. According to Reimers (2016), education needs to
prepare students for a world that is ever-changing, and where being digitally fluent is a
necessity. This module has illustrated to me how online learning enhances access and
flexibility, and how it can also support teaching in innovative and creative ways. Though there
are challenges for some students, particularly those with limited data and devices, I see online
learning as a necessity in the 21st century, rather than a temporary solution.
Completing this module called for a range of 21st century skills. I applied critical thinking in
assessing teaching materials, and in analysing ethical issues in the use of digital resources. I
needed to integrate communication and collaboration when I engaged on professional networks
and interacted with peers. I relied on my imagination to construct my PLN and professional
profiles. In addition, I improved my digital skills, which is a core requirement for educators
today (Partnership for 21st Century Skills, 2019). All these skills reflect the type of teacher I
aspire to be, a teacher who guides learners with confidence in a world where technology is
integrated in learning.
Looking back at the year, I can see personal and professional growth. I see myself differently
now. I feel more like an educator who has a role in shaping the future generation. I have built
a stronger professional identity and the importance of evolving continuously, both online and
offline. There is still room for improvement, especially in remaining active in larger
professional dialogues, but I appreciate the steps I have taken. I have learned that professional
development journey does not begin after graduation, it begins now and progresses throughout
one's career. Although I am still in the learning phase, I am advancing with confidence.
REFERENCE LIST
Partnership for 21st Century Skills. (2019). Framework for 21st century learning. P21.
Reimers, F. (2016). Preparing students for the 21st century. OECD Publishing.
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory into Practice, 41(2), 64-
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