| 1.
Start with the RE aims and objectives
The
key question is ,“How is using the ICT producing netter
RE than if I were using other resources or methods?”.
If you cannot answer wholeheartedly that this is so then you
should not be using the technologies. However, don’t
get stuck that ICT = the computer suite there are many other
ways of using ICT.
-
A way of thinking about this is to ask yourself, is the
teaching and/or learning that is taking place with the ICT
more:
-
Effective (does it better): Using a video projector for
showing slides, images and videos - more
-
Efficient (does it quicker): Putting your teaching resources
onto a series of slides means that these can be adapted,
developed and differentiated as well as placed onto the
school Learning Platform for students to access when they
are out of the classroom.
Transformative (does it in a new way): Using a website to
gain access to a resource that would otherwise be impossible
such as the ‘Ask a Rabbi” service. |
| A
school wanted the local vicar to come in to talk about his own
faith and how this effected the way he led his life. The vicar
could only come in once so the school arranged to video the
interview so that is was then available for the other classes |
| Students
were collecting data on views on euthanasia. One student used
the voice recorder on their mobile phone to make a “vox-pop”
of opinions of 10 of their friends. |
 |
| 2.
Be aware of your and your pupils’ ICT skills
Do
you know what your pupils can do? If they are creating websites,
making podcasts, running a blog and editing a student newspaper
then can you use that in your lessons? Are you setting work
for your pupils to do which allows they to make the best of
the ICT skills that they have? If you are using technologies
in the classroom do you have the skills to fix minor problems?
Download
a skills checklist |
|
| 3.
Be aware of learning styles
Research
from the IoE indicates that teachers using IWBs spend more
time teaching didactically then those with ordinary whiteboards.
Get the technologies into the hands of the students (digital
video, digital cameras) and use sound, image and moving images
as well as text. |
| A
junior school took their 9 year old students on a ‘spirituality
walk around the local area, the student, working groups used
a combined video, stills and voice recorder to collect data
on things which they considered reflected a spiritual or religious
dimension. |
|
|
| 4.
Motivation should be a reason but not the reason
ICT
is exciting but don’t allow this to be the only reason to
use it ? refer back to point 1 above |
|
| 5.
ICT should be used to access resources that are enhanced by
the medium
These may include diversity, personal viewpoints, authentic
voice and multi-media. There are some amazing resources out
there in cyberspace. Some great ones are the Children
Talking database and You
Tube both of these give you the chance to explore the
diversity of religious ideas and beliefs in the world.
A few places to begin in your search for great resources are
RE Online,
The BBC's
religion pages, Becta's
Curriculum services and the Teachers’
resource exchange. |
| A
teacher wanted data on how young people viewed death and after
death. They used the Children Talking database to gather views
from young people from a number of religions and different situations.
This was data that the students would not have had access to
another way. The students then added to the dataset by putting
their own thoughts and views forward. |
| A
teacher was exploring the tale of the Good Samaritan with her
class. She looked on YouTube© and found many different interpretations
of the tale. She used a couple of these with her class before
asking them to make their own using PhotoStory3
free storyboard software. |
|
| 6.
ICT should encourage learning from as well as learning about
A
good way to encourage this is to set up a webquest and explore
a whole new world. Setting a problem and then a series of
tasks where the pupils have to search for the answers in cyberspace
is a fantastic way of developing their own thinking and problems
solving skills and fits in well with the PLTS approach in
the new secondary curriculum. |
| A
teacher wanted students to explore views on experimentation
on animals. Putting "animal experimentation" into Google gave
3/4 of a million hits! So he set up a webquest using 5 key sites
that he had chosen. The students were given a series of tasks
to complete using the websites as resource. |
|
| 7.
ICT should encourage discussion, debate and collaboration
it should be participative and interactive
Start
to explore they ways in which e-mail, blogs, wikis can be
used. Have a look at Nodehill's
RE weblog as one example of how Mrs G. Bushell and her
RE students are using a blog. |
| Students
in a school were studying Bar/Bat Mitzvah. They got into e-mail
contact with a school in Israel so that the UK students could
talk to real Bar/Bat Mitzvum and ask about their experiences.
This e-mail dialogue between students of a similar age was very
effective. |
|
| 8.
Be aware of the amount of effort it will take
Don’t
try and do everything at the same time. ICT will make teaching
and learning more effective, efficient or transform it BUT
it does take time and effort to effect the change. Also remember
that you don’t have to re-invent the wheel; check places like
the Teachers’ Resource Exchange where you might find a resource
that you use the 3 ‘A’s, Amend, Adapt, Add! Check Becta's
School's pages for a host of ideas on using ICT and, in the
words of the song, take one step at a time! |
| A
teacher liked to use quiz activities as plenaries and reinforcements
in their lessons. They wanted to make a “Who wants to be a millionaire”
type quiz but did not have the skills to make this. They searched
on the Teachers’ resource exchange and found a quiz that they
could easily, and quickly adapt. |
|
| 9.
Use ICT to take part in continuing professional development
and become part of the community of practice
Are
you feeling isolated as the only specialist in your school?
There are a number of on-line places where you can come and
join a community. Try NATRE,
the The TES
staffroom or the Yahoo RE teachers’ group. |
| A
new Head of RE was wondering which GCSE syllabus to use by
going onto a forum they were able to communicate with more experienced
colleagues and solicit a range of advice before making a decision. |
|
10.
Make sure you have a fall back plan
Whilst
things have got MUCH better in the last few years it is still
possible that the DVD player will fail, the batteries will
be flat, or the network will be down so you need to have an
emergency ‘when it goes wrong’ plan. You will not need this
the vast majority of the time you use the technology but belt
and braces! |
|
