Spiritual Calling of an IT Guy

Numerous universities have continuously delved into emerging technologies, adapting to the rapidly changing requisites of the 21st-century global landscape. The advent of online courses such as MOOCs, Edx, and Coursera, enabling worldwide student participation and learning, stands as a tangible outcome of seamless technology integration. These open educational resources have proven invaluable for educators and learners worldwide, facilitating sustained engagement in teaching and learning even amidst the challenges posed by the COVID-19 pandemic.   While the Royal University of Bhutan (RUB) adopted a virtual learning environment (VLE) technology across its constituent colleges as early as 2008, the full exploitation of VLE's features for course instruction had not been optimally realized, not even during the pandemic-induced circumstances. This gap persists despite over a decade of VLE availability, as observed by Pem et al. in 2021.   With the issuance of the Royal Kasho on Edu

The Royal decree concerning education has ignited a pressing need for comprehensive reevaluation of our educational framework, including the role of teacher preparation colleges. The explicit proclamation underscores the escalating prominence of technology, projecting a future profoundly shaped by intricate digital advancements. In response, a recalibration and reengineering of educational practices become imperative, as the methods of teaching and learning demand a contemporary overhaul.   The trajectory of Bhutanese education's evolution mandates a prominent role for cutting-edge elements like artificial intelligence (AI), augmented and virtual reality (AR & VR), the Internet of Things (IoT), coding education, and automation. These facets should stand as the core tenets of classroom interactions, effectively revolutionizing the teaching and learning landscape. Acknowledging the pivotal influence of teacher education, the imperative to reshape educational methodologies becom

Following the issuance of the Royal Kasho on Education Reform on December 17, 2020, Samtse College of Education, aspiring to be a crucible of innovation and a nucleus of educational change, stands poised to assume a pivotal role in driving substantial educational advancements and reforms. Since its establishment as the Teacher Training Institute by the late Third Dharma King, His Majesty Jigme Dorji Wangchuk, on May 29, 1968, the college has ardently contributed to the realization of the nation's educational aspirations. Despite the myriad educational evolutions and strides over the past six decades of developmental endeavors, the current education system has been subjected to scrutiny, deemed insufficient to adapt to the rapidly evolving needs and demands of 21st-century Bhutan.   The Royal Kasho on Education Reform articulates a definitive shift in the vision for Bhutanese education, emphasizing the creation of enlightened citizenship that harmonizes local and trans-local ele

The two-week immersion program at Druk Gyalpo Institute stands as the most remarkable experience in my journey, particularly due to its profound discussions on truth, beauty, and values. These dialogues encompass the essence of wisdom—a vision I have long held for our education system since my school days. Now, this vision has been realized by DGI, and I firmly believe that the majority, if not the entirety, of the education community will embrace this educational philosophy, approach, and methodology. As we begin to introduce this "BB" program to 22 schools and two educational institutions, I earnestly appeal to both external experts and ourselves to not only serve as intellectual and vocal exemplars but also as paragons of conduct. For me, conduct takes precedence, given the prevalence of educators who excel in rhetoric but fall short in comportment. Thus, vigilance over our actions is essential, aligning them with the principles of the BB philosophy, approach, and practi

On the tenth day, a comprehensive exploration of learning and assessment within four distinct domains—English, Mathematics, Dzongkha, and Life Science—unfolded. Intriguingly, despite the diversity of these domains, they shared overarching strategies to facilitate student learning and evaluate their progress. Nevertheless, subtle differences arose, primarily stemming from the unique attributes of each domain. For instance, the English domain concentrated on practical language usage in work settings. In contrast, Dzongkha sought to cultivate an appreciation for our cultural heritage and traditions, while also nurturing ethical conduct. Meanwhile, the Mathematics domain aimed to demystify complexities by rendering them into more accessible forms through visual representations. Furthermore, these domains displayed evidence of cross-pollination, as seen through the interwoven threads of the "7 gifts." This interconnectedness enhanced their potency and impact. Throughout the pr

While numerous discussions transpired on the eighth day, I found the sessions led by Mr. Sonam Penjor and Mrs. Madu on Technology to be particularly pertinent to my field of study. In my college, we prepare future IT teachers who possess the proficiency to adeptly teach and assess Information and Communication Technology to students ranging from class VII to XII in secondary schools. After immersing myself in their insights about fostering technological literacy among learners, several key points stood out to me. One significant takeaway is the notion that the journey of learning technology should be anchored in the context of each individual's aspirations and passions, rather than relying solely on conventional teaching methods. This approach aligns technology education with the pursuit of one's dreams, prompting students to delve into various technological topics outlined in the curriculum framework as they work towards manifesting their passions. Otherwise, these aspiratio

Reflecting on the insights garnered from the sessions on the ninth day, I've captured several significant points. Firstly, within the context of BB, the motherboard emerges as the central platform for learner assessment and reporting. During the presentation, I encountered features like roadmaps, assessment reports, and reflections. It's noteworthy that additional relevant assessment attributes may be incorporated in the future to address evolving needs. In the BB framework, the assessment journey embarks from collecting the learners' backstories and subsequently segues into roadmap assessments, which enable the monitoring of progress across the five development areas encompassing seven domains. Alongside these, personalized reviews and peer assessments also play a pivotal role, aligning seamlessly with the educational intent of BB. Moreover, the culmination of the assessment process involves utilizing a progress letter, statement of marks, student certificates, and pro