Paul Hopkins

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Paul HopkinsPaul Hopkins


Transforming LearningThe 3 main principles

If ICT is to change the nature of learning then it must be more than a ‘bolt on’ to existing pedagogy. We must begin with the technology and consider how its use will effect:

ContentMethodologyPedagogy


Types of ICT? What ‘sorts;’ of ICT do you What ‘sorts;’ of ICT do you

know?know? ComputerComputer VideoVideo SoundSound ImagesImages AnimationAnimation


Why use ICT to teach RE?

EfficientEfficient

EffectiveEffective

TransformativeTransformative


Process of ICT What access do I have?What access do I have?

Access and ability to use itAccess and ability to use it ““Training” skills of self and pupilsTraining” skills of self and pupils

Who is the audience?Who is the audience? Age group / Purpose / individual, roup or class / used Age group / Purpose / individual, roup or class / used

later?later? Which type of ICT shall I use?Which type of ICT shall I use?

Again skills (self and pupils)Again skills (self and pupils) ICT / RE balanceICT / RE balance Software / Hardware needed (and access to it)Software / Hardware needed (and access to it)

What fallback do I need if it all goes wrong?What fallback do I need if it all goes wrong?


What makes a good lesson when using ICT?

PedagogicalPedagogical

Focus on RE KU not Focus on RE KU not on ICT skillson ICT skills

Clear and shared Clear and shared objectivesobjectives

Clear and understood Clear and understood assessment criteriaassessment criteria

PracticalPractical

Good classroom Good classroom organisationorganisation

Careful planningCareful planning Previous ICT skillsPrevious ICT skills


What stops me? TimeTime AccessAccess EquipmentEquipment Skills (mine)Skills (mine) Skills (pupils)Skills (pupils)


Accessing the impossible

Developing Ideas 1

• www.educhurch.org.uk • Monasteris online• Taj Mahal Online• Virtual Tours on the VTC

e.g. Access to places / artefacts that would be difficult to get into the classroom


Using digital recording equipment to explore expression of religion

Developing Ideas 2

Using image capture to explore a place of worship and capture data that is important, relevant or interesting

e.g. leaflet for the parish council


An online database to explore authentic voice

Developing Ideas 3

Using materials that exist to help pupils explore the beliefs and values of others.

www.pcfre.org.uk/db/

http://www.pcfre.org.uk/db/


Retelling a story

Developing Ideas 4

This might be as a newspaper or an animation, video, still images, powerpoint

www.sln.org.uk/re/storyboard


Making moral decisions

Developing Ideas 5

Using the idea of a Multiple path narrative to explore a religions idea.


Mimicing the media

Developing Ideas 6

Making a news broadcast to argue a point, show a religious take, produce a documentary


A graphic representation of an event

Developing Ideas 7

This could be the stations of the cross, the story of the Buddha or the Hajj


Using existing resource

Developing Ideas 8

As well as websites and CD-ROMs check the content of your RBC

Check the pathe news archive for something special

www.reonline.org.uk


Reinforcement with games

Developing Ideas 9

Using wordsearches / crosswords / missing words / hangman etc…

www.eclipsecrossword.com

www.halfbakedsoftware.com/


Provide a virtual learning environment

Developing Ideas 10

Use the school network or the internetwork to provide materials that pupils can access outside of the classroom.

www.re-course.com/full.html

www.gcsere.org.uk


Using the level statements from the NSNF (and Using the level statements from the NSNF (and keeping the ICT levels in mind) let’s take one (or keeping the ICT levels in mind) let’s take one (or more) of the ICT activities and see how these can more) of the ICT activities and see how these can be used to attack various RE levels.be used to attack various RE levels.

LevellingLevelling


e.g. digital images (KS3)Level 3: Pupils take photos in a church and then explain what

these are (AT1). Pupils choose from a selection of images to explore their own response to a religious question

Level 4: Pupils link a series of images to explain a religious concept within a religion or across religions (e.g. sacred text) (AT1). Pupils use a presentation of their images to describe what influences the way they behave

Level 5: Pupils present a religious case study of a religious believer and what would be important to that person (AT1). Pupils present a series of images that illustrate some of the challenges of the religious life (AT2)

Level 6: Pupils show how the use of sacred text is different across different religious (AT1). Pupils explore their own idea of what is a miracle (AT2).


Key RE and ICT websites http://www.theresite.org.uk/itre/http://www.theresite.org.uk/itre/ http://www.http://www.ncactionncaction.org.uk.org.uk http://www.ictadvice.org.ukhttp://www.ictadvice.org.uk http://tre.nfgl.gov.ukhttp://tre.nfgl.gov.uk http://www.gcsere.org.ukhttp://www.gcsere.org.uk http://re-xs.ucsm.ac.ukhttp://re-xs.ucsm.ac.uk

http://www.theresite.org.uk/itre/

http://www.ncaction.org.uk/



http://www.ictadvice.org.uk/

http://tre.nfgl.gov.uk/

http://www.gcsere.org.uk/

http://re-xs.ucsm.ac.uk/


Research EvidenceThere is very little directly related to There is very little directly related to RE, but some sites that are useful RE, but some sites that are useful are:are: http://re-xs.ucsm.ac.uk/it/http://re-xs.ucsm.ac.uk/it/ http://www.becta.org.uk/research/ http://www.becta.org.uk/research/

http://www.nfer.ac.ukhttp://www.nfer.ac.uk

http://www.dfes.gov.uk/research/http://www.dfes.gov.uk/research/

http://www.becta.org.uk/research/

http://www.nfer.ac.uk/

http://www.dfes.gov.uk/research/


Plenary

Five sites to keep in mindFive sites to keep in mind

www.ictadvice.org.ukwww.ictadvice.org.uk www.www.qcaqca.org.uk.org.uk www.www.ncactionncaction.org.uk.org.uk re-xs.re-xs.ucsmucsm.ac.uk.ac.uk www.www.theresitetheresite.org.uk.org.uk

Key ThingsKey Things

Always start with the RE Always start with the RE objectives and activities the ICT objectives and activities the ICT is the servant of these not the is the servant of these not the mastermaster

Make sure that you and your Make sure that you and your students have the relevant IT students have the relevant IT skillsskills

Make sure that the kit is working, Make sure that the kit is working, check and double check - and check and double check - and have a backup plan. have a backup plan.

http://www.qca.org.uk/









http://www.theresite.org.uk/




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