Education and Religion - Essay Example

As the world continues to reel from the effects brought about by technological change, the religious educational community is now experiencing the challenges associated with the transition to a more learner-personalized, ICT-enabled education. Some questions reflect the search for purpose behind the technology transition: Why do we need to integrate technology into the religiosity How can technology support learners' religious-based educational experiences How can technology support a more productive future in learning about Judaism In recent years, there has been notable strategic guidance and investment in ICT initiated and sustained by various First World governments. ICT as a term has been featured as a replacement of 'IT'. ICT represents the computing and communication facilities and features that are used to assist teaching, learning and a wide array of activities in education (Ager 2003). Other definitions of ICT relate to ICT as a capability or "literacy". Based on the discussion of religious-based education, Information Technology (IT) makes up the knowledge, skills, and understanding necessary to utilize information and communication technologies optimally, securely, and meaningfully across the contexts of learning, work, and daily life. Similarly, ICT is referred to as"literacy" by the Programme for International Student Assessment (PISA) and is defined as: "the interest, attitude, and ability of students to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society". Thus, the integration of ICT into RE only underlines the necessity for acquiring new skills for a new age. In 2004, the first non-statutory nationwide support for teaching REwas started. This has been launched mutually by the QCA, the DCSF, key UK religious groups and RE experts, this framework: "supports the entitlement to RE for all students, regardless of race and civilization; specified national expectations for teaching and learning in RE; and provides guidance for teachers (QCA 2004). What exactly are the activities and outcomes related to quality teaching of Religious Education What about quality learning in learning Judaism Such an inquiry draws even more questions - and not surprisingly, produces multiple perspectives as to what should be deemed as "acceptable" quality of teaching-learning. The impact of ICT on religious students at all the key stages has been highly commendable. It has given them access to a new world of information and knowledge, and guided information as to which is available through their teachers. Annually, research is undertaken to demonstrate enhancement in students' comprehension, skills, and knowledge in ICT use. Religious education contributes to students' social development by giving them an opportunity to reflect on the importance, for believers and others, of a sense of community and belonging. Students have an opportunity to consider how beliefs and values underpin societies and how and why believers and others try to make the world a better place for all. Pupils gain awareness of religious and cultural diversity within society and in other parts of the world (Best 1996). They have an opportunity to consider issues, such as justice, prejudice and extremism, that impact on societies. Establishing Criteria for Quality Teaching and Learning There has been a premium attached to ICT training of all practicing teachers in first world countries. It is encouraging to note that there has been a tremendous growth in the books, online materials, and handbooks for sharing and exchanging ideas, curriculum materials and case studies (Potter 2005). As an outcome, ICT has been gaining steady popularity among teachers/learners specifically for drafting and implementing lesson plans out of the classrooms. RE forums and chat rooms are one of the best ways to share ideas with fellow RE teachers and pick up tips, as are lists of favorite or popular websites. There are numerous schools that are still utilizing the Internet for their religious education, and exchanging ideas with other schools or to conduct research using World Wide Web sites (Potter 2005). Still others have made substantial investments in interactive whiteboard technologies; this option is being seriously considered by many others. In several contexts, students and teachers have expressed positive views on the impact that whiteboards may exert on learning (Potter 2005). More than 50 per cent of QCA's respondent schools purport that there has been a notable increase in teaching time for ICT. The key factor that has been cited for such a decision has been the KS3 national strategies. This indicates that the national strategy has had a strong influence on teachers' curriculum planning. Teaching and learning support from technology use has been marked with significant growth. There are certainly commendable examples of effective ICT use in majority of subjects. Such positive outcomes are noted in the areas of religious-based Education. Those who have conducted inspections have purported that teachers' planning has been significantly enhanced by the Key Stage 3 strategy. Moreover, they have asserted that there is an increase in the number of challenging lessons instructed; however, teachers' and students' achievement remain to be modest. In fact, in 2003, only 67 per cent of students from across the country have hit the expected criterion of Level 5 or higher in ICT at the conclusion of KS3 (QCA, 2004a; 2004b). There has also been a statistically significant, positive correlation between intensive ICT use and achievement by the closure of key stage test in Science. A 90% percentage of secondary schools utilize the ICT strand of the strategy, resulting in increased offering in 24% of sampled learning institutions (QCA 2004a). Tasks that are mainly administrative may be accomplished by teachers with greater efficiency and by staff with the use of ICT (Greene et al. 2002). It has been noted that ICT assists in gathering and analyzing student performance data, and allows more effective objective setting (Yong 2003). Quantifying the Impact of ICT on Teaching and Learning There is noteworthy proof lending credence to the enhanced quality and the wide array of resources brought forth by ICT programs. However, there are only a limited number of religious history departments that have attained consistently effective ICT usage. This ought to be reflected on students' improvement and scholastic achievement. Particular attention is given to the RE philosophical ancestry in critical practicality, its practical perceptive of individual personality, religious mores, and inspirational truth claims, its educational practices stranded in phenomenography and variation hypothesis, and contrast with other phenomenological and constructivist RE pedagogy (Alexander 2003). References: Ager, R. (2003) Information and communications technology in primary schools, Second Edition. London: David Fulton Publishers Ltd. Potter, F. & Darbyshire, C. (2005) Understanding and teaching the ICT national curriculum, David Fulton Publishers Ltd., London Best, R. (1996) Education, Spirituality and the whole child. London: Cassell. QCA. (2004a) A Framework for Achievement: Recognising qualifications and skills in the 21st century, Qualifications and Curriculum Authority. QCA. (2004b) A Proposed Blueprint for Delivering e-Assessment, Qualifications and Curriculum Authority. Ofsted, (2004), ICT in schools 2004: the impact of government initiatives five years on HMI number 2050, QCA: London. GREENE, K.et al., 2002. Administrative support staff in schools: ways forward to Slough: National Foundation for Educational Research. Yong, JSL (2003) E-government in Asia: Enabling Public Service Innovation in the 21st Century, Times Media, Singapore. Alexander, R. (2003) Still No Pedagogy Principle, pragmatism and compliance in primary education, unpublished paper. University of Cambridge, Faculty of Education. Read More