English
中文The use of ICT in the process of teaching and learning in the classroom is a national agenda as evidenced in the ‘National Curriculum for Teaching ICT’ and the administering of this agenda in different Key Stages in the educational system. The core requirement of ICT in the National Curriculum is thus to give pupils the “opportunities, wherever appropriate, to develop and apply their information technology capability in their study of all subjects”. (Becta 2004, p.1)
A vast array of different ICT tools can be used in the teaching and learning process. The following are some examples that are frequently used – interactive white boards, video projection units, microscopes connected to computers, CD-ROMs, presentations on video and selected resources and materials from the internet (Becta 2004).
This essay, explores how teaching and learning of Religious Education can be enhanced through the use of ICT in the classroom. Though the main subject focus of this essay is Religious Education, the use of ICT as a facilitating tool for teaching and learning in general, will feature in analysis and presentations that will be made.
The use of ICT in schools for teaching and learning has been identified as greatly enhancing and increasing the channels of communication in the teaching and learning process. The use of ICT mediums like email, discussion groups, and chat rooms are said to be notable mediums that enhance communication and allow pupils to be more expressive. (DfES 2004) Useful educational materials converted to digital formats are readily available on CD-ROMs and on the internet (among others), thus enhancing the sharing of resources and expertise.
Gregoire et al (1996) have present a non-exhaustive list of the benefits of the use of ICT (or new technlogies) in teaching and learning:
“• New technologies can stimulate the development of intellectual skills
• New technologies can contribute to the ways of learning knowledge, skills and attitudes, although this is dependent on previously acquired knowledge and the type of learning activity
• New technologies spur spontaneous interest more than traditional approaches
• Students using new technologies concentrate more than students in traditional settings” (p.18)
Research findings abound on the beneficial effects of using ICT in the teaching and learning. Effective collaboration and communication, knowledge building and thinking skills are some of the benefits attested to as being the products of the use of ICT in teaching and learning (McFarlane 1997, Light et al., 1996, Sandholz et al., 1996, Howe et al., 1996). Other researchers like Vaughn (1997) also posit that ICT and new technologies make available varied opportunities that can greatly impact positively on teaching and learning.
There is however a caveat in all the positive and optimistic endorsements of ICT as a beneficial tool in the teaching and learning process. The benefits of ICT in teaching and learning in itself are obviously not a panacea, as the role of the teacher in skillfully applying ICT to the teaching and learning process is seminal in realizing the benefits that ICT brings. Gregoire et al (1996) are thus quick to point out that in spite of the above listed benefits of the use of ICT (or new technologies) in teaching and learning, sight must not be lost of the following pertinent issues:
“• The benefit to students of using new technologies is greatly dependent, at least for the moment, on the technological skill of the teacher and the teacher’s attitude to the presence of the technology in teaching.
• The skill and this attitude in turn are largely dependent on the training staff have received in this area” (p.18).
Peter D. John (n.d.) thus contends that the “crucial element remains the way in which the technology is incorporated into pedagogical patterns and this is in turn dependent upon the impact it has on the epistemologies and personal theories of the teachers deploying the technology in their classrooms”. (http://www.interactiveeducation.ac.uk/out_joh.pdf)
Having established the potential benefits of the use of ICT in the teaching and learning process, it must be observed that teaching and learning in general takes place in within certain theoretical frameworks that may either be institutional in nature or peculiar to each individual teacher.
For example, an orientation towards a transmissionist persuasion of pedagogy either at the institutional level or the individual teacher level will obviously impact greatly on how ICT will be used in the classroom setting. Institutional or personal theoretical persuasions thus play important roles in the use of ICT in pedagogy. Dwyer et al (1990a) have for instance observed that, preference for open ended software is higher among teachers with a constructivist persuasion, than among teachers with behaviourist orientations.
Though there is a national curriculum stipulating the teaching of ICT (i.e. ICT National Curriculum), this curriculum is administered at the local school level. Consequently, in using ICT in the teaching of Religious Education, the teacher must be abreast with how the teaching of the national curriculum is organised in his/her local school. (DfES 2004) It will be beneficial to the teacher to identify aspects of ICT that pupils have been taught in previous years so he/she can properly assess their level of capability in the use of ICT (DfES 2004)
Using ICT in the teaching of religion must not shift the objectives of lessons from religion to the technology being used. The technological base offered by ICT is only a facilitating tool.
The Becta ICT Advice – ‘Entitlement to ICT in Secondary Religious Education’ -observes that “ICT offers powerful tools to help pupils to learn and achieve high standards in RE. However, it enhances pupils’ learning only when used appropriately to help them to achieve subject-specific objectives.” (p.1)
Provided beneath are some of the core objectives of the study of Religious Education. Pupils are expected to demonstrate ability to:
- show understanding of what people believe
- explain similarities and differences within and between religions
- account for the influence of religion on individuals, communities and society
- set religions within their cultural and historical contexts (Becta 2004, p.1)
Pupils also expected to show the following competences from their study of religions. They should be able to:
- develop a sense of identity, self-awareness, relationship with others and the world in which they live and an understanding of their own
- beliefs, values and commitments
- reflect on experience, meaning and purpose
- handle uncertainty, ambiguity and controversy
- understand how values and commitments influence attitudes and behaviour. (Becta 2004, p.1)
From the objectives listed above, pupils are in effect expected to learn about religions and from religions (DfES 2004) The use of data and information sources presents enormous opportunities for teaching and learning of Religious Education. The internet for in stance offers enormous opportunities of information gathering that can help teachers in their lesson planning. It also offers pupils great opportunities to learn about religion and from religion. However, whereas materials specifically designed for the study of Religious Education in schools would be carefully selected by authorities so as not to present biases and prejudices against any particular religion or religions, the same can not be said about the internet. The internet is an unregulated space, and opinions expressed in internet material may be biased, prejudiced or polarised in favour of certain denominations, religions or sects. There is thus the need to build in pupils a critical and analytical perspective when examining information that have been sourced from the internet and other unregulated ICT sources.
The process of searching for useful information from data and information sources on Religious Education topics must thus work in tandem with the process of selecting. The role of the Religious Education teacher in facilitating the process of selecting useful information from the mass of information provided by data sources like the internet is very important. Internet searches conducted by pupils can thus be guided by the teacher through carefully selected websites. (Ofsted 2004) Apart from the teacher’s own critical approach in using data sources for lesson planning, the Religious Education teacher can also involve the class in sessions of questions and answers, brain storming and lively debates in the bid to extract useful information from the mass of information received from searches conducted by pupils on the internet. ICT thus provides the platform for searching for information and the critical and analytical skills of the teacher and pupils are used in the selecting process in order to achieve the objective of learning about religions and from religions.
Flowing from the process of searching and selecting information on religion from data sources, there arises the need of fitting the selected information to the purpose of the lesson. In effect, selected information must be fit for the purpose of the lesson being taught and not just a general Religious Education objective. The 2004 Ofsted Report – ‘ICT in Schools – the Impact of Government Initiative: Secondary Religious Education’ – gives a good example of how ICT was used effectively in a Religious Education lesson on equal rights, prejudice and discrimination. (p.6) In the said lesson, key words on the lesson topic were displayed through a multimedia presentation. Words like “disability, sexism, racism, ageism, superior, inferior, integrated, ignorance, tolerance and minority” (Ofsted 2004 p.6) were used in the presentation. The multimedia projected words thus set the stage for an exploration of the definition of equality, prejudice and discrimination and this was augmented by quotations on equality from the Bible and Hadith.
Religious Education emphasises the application of critical and analytical skills on the part of teachers and pupils in their selection of information on religion. This results in a refined selection of information which must be presented to the class either by the teacher or pupils, individually or in presentation groups. ICT affords the medium through which carefully selected and refined information is presented in the teaching and learning process. The use of computers and other communication equipments like multimedia projectors in the classroom can help facilitate this.
Another effective means of using ICT in teaching and learning of Religious Education is the incorporation of ICT in the scheme of work for a lesson. A specific time must be apportioned to the segment where ICT will be used (e.g. 15 minutes). The time allocated for ICT use in the lesson must also “identify where pupils are using ICT and where teachers are using ICT” (DfES 2004 p.2)
The use of ICT in the teachers’ scheme of work should aim to improve the designing of Religious Education lessons, transform teaching and learning and engage and motivate pupils effectively in the classroom. (DfES 2004 p.15) It must also challenge pupils to look for information from a wide variety of alternate sources.
As stated earlier, the use of ICT in the teaching and learning process must only serve a facilitating role. In using ICT to teach Religious Education, ICT becomes the vehicle through which the objectives of the teaching of Religious Education in schools are achieved. Beneath are some practical examples of how some specific objectives of the teaching of Religious Education in schools can be achieved by the use of ICT in a teacher’s scheme of work. A selection of some of the core Religious Education objectives presented earlier will be used in this segment.
i. Religious Education objective:Pupils should show understanding of what people believe and knowledge and understanding of religions and shared human experience must be promoted. (DfES 2004)
Facilitating role of ICT: Pupils can be instructed by the teacher to conduct a search on the internet on religious festivals. e.g. Christmas, Eidl-il-fitr, Hanukkah, etc. Pupils email findings to teacher and teacher projects pupils’ emails on an electronic board for the whole class to view, study and discuss. Pupils are also encouraged to email findings of their internet search to one another so as to encourage learning, collaboration and dialogue beyond the classroom.
Expected Skill Development:Development of social and cultural skills in order to communicate and relate to others effectively in a multi-cultural and multi-faith environment and building tolerance, respect and appreciation of similarities and divergences of human experiences; worldviews and persuasions
ii. Religious Education objective: Pupils should be able to explain similarities and differences within and between religions. (Ofsted 2004)
Facilitating role of ICT:Pupils will use a database or CD-ROM containing information on a religious practice that is common to all religions – e.g. rites of passage. Pupils will use information in the database or CD-ROM to identify differences and similarities amongst various religions in their individual practice of certain rites of passage.
Expected skill development: Analytical skills of pupils are tested and enhanced through the opportunity to work with volumes of data and ability to search for, and analyse information presented to them.
iii. Religious Education objective:Pupils should be able to set religions within their cultural and historical contexts.
Facilitating role of ICT:Use of sources of data on the Internet, CD-ROMS or video material to obtain information about the historical development of different religions and how different cultures impact on the development and expression of similar faiths. For example a video presentation of Christian worship in a Western cultural setting and in an African cultural setting.
Expected skill development:Ability to reflect on and appreciate possibilities of uniformity in diversity or the vice versa.
iv. Religious Education objective: Experiencing and reverencing the sanctity of different religious places of worship.
Facilitating role of ICT: Teacher puts pupils into groups and each group is allocated a particular religion e.g. Christianity, Hinduism, Islam, Sikhism, etc. Pupils use internet to download visual images of places of worship from the internet. Each group is given the opportunity to do a presentation to the class on the results of their internet search. Downloaded visual images of different places of worship are projected on an electronic white board for the whole class to view, creating the effect of a virtual tour of different religious places of worship.
Expected skill development:Raising social, cultural and religious understanding among pupils about the sanctity of different religious places of worship through a virtual experience of these places of worship. Social, cultural and religious lessons learnt from this virtual experience are expected to be replicated in real life situations to foster respect for different religions, their places of worship and the things they consider sacred.
In conclusion it can be said that the benefits derived from the use of ICT in the teaching and learning of Religious Education in particular and subjects in general is one that is perhaps of very least contention. As has already been presented above, the use of ICT in subjects is not a panacea to the challenges of teaching and learning in the classroom setting. Ensuring an effective link between ICT as a subject, and its rightful application or use in Religious Education will go a long way in accruing benefits to teaching and learning. Building both pupil and teacher capabilities and proficiency in ICT as a subject is also seminal in this direction.
