| Working
in pairs, the pupils compiled their top 10 criteria for a good web-based
resource for this project by drawing on their experiences and previous
knowledge of places of worship. The students then considered how
elements of a good website could be used to demonstrate effectively
the purpose of a place of worship.
What
they did
The
key question of this activity was: How can the internet help you
experience aspects of a place of worship? As part of the project,
pupils from Year 8 evaluated two web-based virtual tours of Hindu
temples. The class then produced a draft proposal for a new (or
more fully-developed) aspect of one of the websites for the website
editor to consider.
The
studetns accessed two virtual tours at:
Jagat
Mandir, India
Gujurat
Hindu Temple, Preston, UK
The
teacher used an interactive whiteboard to introduce the two virtual
tours to the class and to show the pupils where the direct links
to the websites were on the schools computer network.
This
enabled the pupils to access the sites quickly, and ensured that
they stayed within the two chosen resources. The students then used
the interactive whiteboard to record their suggestions about developing
the websites.
This
gave the pupils the opportunity to discuss, refine and share their
ideas and comments. There was plenty of constructive discussion
during the activity, as the students were completely focused on
and engaged by the content of the two websites. The structure of
the recording sheet on which the pupils set down their ideas and
questions also formed a useful framework in which to work.
After
the class discussion, the class chose an appropriate word processing
or DTP tool to produce a draft proposal for a new (or more fully-developed)
aspect of one of the websites for the webkeeper to consider. The
proposal included a justification of their ideas for developing
the site, and how this improvement would enable it to meet the top
10 criteria for a good website.
Relvance
to the RE curriculum
In
this activity, pupils: devised, refined and applied criteria. Identified,
and used with understanding, the language Hindus use in connection
with worship. analysed and evaluated how virtual tours can enable
people to experience aspects of a place of worship, suggested ways
in which these tours can be developed. How ICT enhanced teaching
and learning Using the internet for this activity stimulated the
pupils in an extremely positive way.
Accessing
these websites represented a useful window into the Hindu religion.
By using ICT in this way and taking the virtual tour of the temples,
the students were able to participate in a rewarding form of religious
expression. This participation would not have been achieved as successfully
using other methods.
The
class also used different software options and formats to plan a
presentation illustrating how the website audiences expectations
and needs had been taken into account. The students discussed how
the way others present their materials to educate, inform or entertain
a target audience influences the students own presentations for
a particular user group. Above all, the project encouraged the class
to view the internet with a critical eye.
How
ICT enhanced teaching and learning
See
above. |
