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Using Ict Effectively In Religious Education Education Essay

I have chosen to do my project on the use of ICT in RE, the name for my job is as follows how do ICT be used effectively in RE to develop knowledge and understanding? A crucial evaluation. I wanted to do it on this because I was interested to find out how it is utilized in institutions and whether this will help improve the status of religious education. QCDA state that 'ICT helps pupils learn in RE by permitting them to combine and deepen their knowledge, understanding and skills'. In my own assignment I am going to include the pursuing exactly what will ICT bring to RE, will this raise expectations, benefits and troubles of using RE in ICT and teachers can use ICT to improve management in RE which is regarding using databases to assess college student improvement in this lesson. Bowie (2005) p. 14 state that 'Database and spreadsheet software can be used to log examination data, monitor pupil progress and analyse certain types of results'. That is important because then your teacher can evaluate themselves on how well they are really teaching and monitor the children improvement in RE.

Rationale and aims

I have chosen to do my research on how ICT can be used in RE because I had been interested in learning whether this will improve and develop knowledge and understanding in RE. The main aims I would like this project to achieve are the following What ICT will bring to RE and can it raise standards. How will ICT benefit children in RE? How will ICT advantage staff in RE such as planning and teaching?


I have used catalogs, the internet and publications to accumulate my data. This technique of researching is called secondary research. Supplementary research is the use of material, which has been researched by another person. The various research methods for secondary research are the following: technology founded and case studies. Technology centered research is regarding researching from the computer to get your information, that includes a great deal of benefits like the internet provides online libraries; e-books, journals and encyclopaedias. The main electronic databases I've used for my research were as follows Dawsonera and British Journal of Spiritual Education. The key read was based on, ICT in Religious Education and how the search found a few journals, however, many were irrelevant, to what I was looking for this is because there's very little research in this field. You are able to download information off the Internet but make sure it is copyright free. Search engines help you through the mass of information on the web two most popular se's are Bing and Google etc; also on the internet searching for papers articles. Case studies released by other analysts can be utilized as secondary basis of data. There is a lot of ways you can utilize them such as identify dissimilarities and discuss evaluations.

I didn't use most important research because this is to do with carrying out your own research. The various research options for primary research are interviews, tests, questionnaires and observations etc. I didn't utilize this method because I didn't have sufficient time to do this if I do I would have done questionnaires and observe RE lessons to get my findings.

Literature review

The need for religious education is that it will help children, to learn about different civilizations e. g. what different people notion and their life-style. Studying God, how he helps and the children's own understanding on life. RE No statutory framework, 2004, p. 7) 'provokes challenging questions about the best meaning and reason for life, values about God, the personal and the nature of actuality, issues of right and wrong and what this means to be human being. It builds up pupils' knowledge and understanding of Christianity, other principal religions, other religious practices and other world views that offer answers to questions such as these. It provides opportunities for personal reflection and spiritual development. It improves pupils awareness and understanding of religions and values, teachings, routines and types of manifestation, as well by the impact of religion on individuals, individuals, communities and cultures'. Each one of these values can make a person good and caring in culture; really know what is right and wrong such as; medicine dealing is wrong. If people learn these worth, it will gain the culture, by rendering it a safer location to reside in, without offense.

ICT capability is regarding getting the skills to use and access RE resources, also this allows people to talk to each other through emails. That is vital in academic institutions because children can have debates on issues in RE. DfES (2004) p. 7 declare that 'ICT capability consists of technical and cognitive proficiency to access, use, develop, create and converse information properly, using ICT tools. Learners show this capability through the use of technology purposefully to resolve problems, analyse and exchange information, develop ideas, create models and control devices. They can be discriminating in their use of information and ICT tools, and systematic in researching and evaluating the contribution that ICT can make to their work as it progresses'. Another research that backs this suggestion is from NACCE which declare that 'suggest that 'Information technology can also revolutionise kinds of coaching and learning through providing easier and fuller usage of information, ideas and people. It is one of the easiest ways of encouraging the desire to learn in a child' NACCE (1999 p. 109). This estimate is good because children can be encouraged to learn whereby if children just in the category listening to the professor may bore them but if children can explore by themselves they may learn more about RE issues.

The positive aspects of ICT in RE are that it will raise standards and it'll give children new opportunities to learn in various ways. Matching to DFES (2004) p. 15 state that 'ICT in Spiritual Education key stage 3 countrywide strategy -: Usage of ICT raises requirements in RE because this will support educators to improve lesson design, to change teaching and learning; to activate and encourage pupils more effectively. Secondly it will provide opportunities for pupils to learn in alternate and challenging ways using a wide range of resources of information and ways to support critical thinking'. I really believe this quotation is important because some children may find researching not so exciting or boring, but if they use ICT to explore websites or other resources; this will energize children to want to learn about RE issues.

Using ICT effectively in RE can help children to explore and become creative when making posters or doing ability point presentations. BECTA (2009) p. 2 expresses that 'ICT allow pupils to investigate or be creative in ways not possible often'. The kid can talk with children online. BECTA (2009) p. 2 shows that 'ICT can help safe communication with peers and other areas, locally, nationally and globally'. Child can critically assess resources found via the computer. BECTA (2009) p. 2 state that 'engage pupils in the choice, critical use and interpretation of a variety of information'. This will likely also help children to understand new facts on RE issues. BECTA (2009) p. 2 says that 'ICT can help pupils to comprehend important, and sophisticated, ideas. ICT can help children inform the course about their research and what they have learnt and share it with the kids. BECTA (2009) p. 2 shows that 'support pupils in organising, recording, reporting and conversing findings'.

The advantages that ICT provides to RE, it will allow children to work well and they accumulate more information from resources online, CD-ROMs and from videos such as professors Tv set or you tube to help their studies. This will give children information on historical and recent situations in RE than other resources such as literature or testimonies. QCDA state that 'ICT allow pupils to work well and to gain access to much more information than non-ICT sources can allow'. This will also allow children to talk to other children online about issues in RE. Broadbent and Brown (2002) p. 162 state that 'pupils in essentially monocultural and monofaith areas can exchange e-mails and digital images with pupils in the multicultural and multi trust communities'. Another estimate related to this subject is QCDA state that 'the interactive manner in which information is stored, refined and presented enables pupils to explore models and also to talk effectively with others'. Teachers can change information to meet the needs of the children such as when creating power tips. QCDA declare that 'the provisional characteristics of information stored, refined and provided using ICT allows work to be modified easily to meet the needs of different audiences'.

There are lot of strategies in which ICT can help children understand issues in RE. Children can get access to online resources and Compact disk ROMs which can help critically evaluate these options. Children can communicate with other children through emails and forum setup by teachers with issues on issues learnt in institutions. BECTA (2000) p. 2 shows that 'There are extensive ways that ICT supports the introduction of pupils' knowledge, skills and understanding in RE. These include: requesting and answering questions to market knowledge and understanding. Checking out decisions on spiritual, communal or moral issues and their results. Assessing and evaluating sources. Understanding, analysing and evaluating interpretations and arguments. Organising and conversing information and ideas. Interacting with faith neighborhoods, organisations and experts'.

The benefits associated with the virtual world for children these are getting the opportunities for learning, for play, for Communication, for skill development, for creativeness and for having fun. Livingstone and Haddon (2009, p. 71) state that 'the main opportunities grouped into four categorises: education, learning and digital literacy; contribution and civic engagement; creativity and personal expression; personal information and social connection'. The internet is very important to the kid because they will be able to converse to people in the virtual world plus they can do their homework on the internet for research and revision. DCSF (2010, p. 8) state that 'The internet and software programs were a source of information for professors. The internet was also important as a vehicle for providing lessons, through usage of websites and software, and specifically through teachers' own electric power point presentations. The existence of ICT facilities in the class room opened up many prospects for resourcing RE and made much different materials (e. g. videos) readily available, enhancing instructors' freedom in selecting materials. Furthermore, teachers wanted to encourage the development of ICT skills in RE lessons. This may simply be through the use of notebook computers for presentations, but could be more complex'. Calendar year 6 instructor used the interactive whiteboard to talk about Sikh and Muslim stories, sourced from different websites'. This is good because the teachers can get up to date information on changes on RE issues. Children will learn more if they are visual learner because power point presentation can help them understand the problems.

There are volume of ways in which teachers can use ICT in spiritual education such as vitality point display this is very popular method in educating because teachers can create these in relation to the needs of the children in their course. The teachers can use email or discussion boards to help children debate on issues reviewed in course which can form children's understanding. They can use the internet and Compact disc ROMs to find out and develop information on different religions. Using Microsoft expression in RE will boost children knowledge on a subject. Seed declare that 'Giving greater range to written RE sort out the power of word-processing or desktop posting, e. g. , reports, posters or leaflets which use illustrations, photos, religious icons and facts captured from CD-ROM or websites'. This is good because children could work in categories or individually to build electric power point presentations and posters on issues they have got learnt in category.

ICT can also profit teacher's not merely children since it are a good idea resource for educator to use to build up their understanding of the latest RE issues plus they can use online resources to use religious scriptures from the Master Granth Sahib. BECTA (2000, p. 3) areas that 'ICT provides usage of people and materials that may offer advice and know-how in the coaching of RE. Personal research and access to religious text messages and information can be easier and much more flexible utilising the web. Once found, an array of resources including pictures/images can be downloaded for instructor and pupil use'. ICT can be utilized in classes for conversations and providing children opportunities to share information. BECTA (2000, p. 3) state that 'Coaching and learning - ICT can be used to stimulate dialogue, brainstorm ideas and work collaboratively and can be an extremely powerful tool for delivering information and posting replies'. The instructors can use ICT to track record data on how well the kids are progressing in RE classes. BECTA (2000, p. 3) 'Evaluation, recording, confirming - There is a range of ICT-based administrative systems used to support educators in record keeping, the evaluation of data, aim for setting up and reporting'. Another factor that will benefit teachers since it is simpler for teachers to get hold of parents, write letters to parents about goes to to places of worship rather than writing 30+ side written letters. BECTA (2000, p. 3) state that 'Supervision and coverage development - ICT makes writing and preserving policies and plans of work and writing a variety of characters to parents and other folks more effective. Using ICT for cataloguing and budgeting permits far better planning, searching and maintenance of information'.

Creativity has lots of explanations and I will express a view of the meanings. The NACCE (1999) define creative imagination as 'imaginative activity designed so as to produce results that are both original and of value'. Another interpretation of creativeness is from Bruce (2004) whom he defines has 'Doing something different, new and original is central to imagination. Creativity is approximately having ideas and means of doing things, need personal space and feeling emotionally safe enough to create'. Ingenuity can be effective in the utilization ICT in RE because it can help children develop understanding and use this creatively when making presentations or posters through publisher or expression. Another research example of this is from Ofsted (2002) p. 7 state that 'pupils use presentation software effectively to choose and summarise tips and to gather visual, audio and written stimuli to build interesting and interpretative presentations'. All our futures (1999) p. 22 state that 'New solutions offer unprecedented opportunities for young people to broaden their horizons; to find new modes of creativity and also to deepen their knowledge of the planet around them. Academic institutions also have resources available through these systems to transform ways of teaching and learning'.

Teachers may use ICT effectively by planning lessons well this is important because then instructors can assess websites, videos and can relevant CD ROMs to help them educate the lessons. BECTA (2000, p. 3) expresses that 'Planning - Software and the web provide tools and resources to help in the identification of learning goals for pupils and preparation of well provided and interesting teaching materials. For instance, techniques of work are easy to store and reproduce and lesson ideas and activity mattress sheets can easily be up to date or differentiated'. Making sure children have good ICT skills and they must be sure that the resources are available. The teacher got to know about the resources they use in order to adapt because of their needs of coaching. The tutor should get active support in growing their self-assurance with the equipment. DFES (2004) P. 16 state that 'To ensure the effective use of ICT in RE, educators should: plan the utilization of ICT by pupils in cooperation with the ICT division, to ensure that pupils have appropriate ICT skills; analyse developing on previous learning in RE and ICT to inform planning of strategies of work and design of lessons; be sure that ICT resources are for sale to the lesson'. This is vital because professors should do good planning for an effective lesson to be educated if the lessons plan isn't good then children will not around a good lessons planned.

But on the other hands the negative aspects of ICT in RE are that instructors and children need to develop their understanding on ICT. RE handbook state that 'QCDA points out that ICT ability is important to involvement and proposal in modern society and few would dispute that pupils and their instructors need to build up their skills and understanding to keep apace with improvements. Another criticism of the use of ICT in RE is from Ofsted and QCA which has categorised the utilization of ICT in RE as improper. RE handbook claim that 'Both Ofsted and QCA have discovered that ICT has been a major concern and weakness in the subject, with incorrect use of ICT identified as the most consistent weakness'.

Other factors that have an effect on the use of computers in RE are educators unable to reserve computers to attempt the activity this may be due to insufficient time available. Insufficient confidence from professor because they do not have much understanding on how to use the gear so training necessary for staff to gain more understanding on the use of resources. Bingham et al (2002, p. 303) declare that 'This insufficient time and training resources means that many teachers do not have the correct skills to utilize ICT in their coaching' Another negative aspect is the danger of children duplicating from internet when doing research set by instructors such as presentations or performing a task. Broadbent & Brown (2002) p. 162 state that 'a trim and paste parts of sacred text regardless of its framework and reflection on its interpretation is bad use of ICT'. Out of this quote I assume that teachers need to instruct children that copying somebody else's work is wrong and you will need to guide all information used from online resources.

Data analysis

This table demonstrates within the last few years from 2002-2004 over 50 percent of the instructors who teach Spiritual education in extra schools use ICT in the curriculum but only 'some'.

Prior, G and Hall, L (2004), ICT in Institutions Study 2004, ICT in Universities Research and Analysis Series No. 22, Becta/DfES

Ofsted (2002) p. 6 state that 'Good use is made of ICT in religious education in only three in ten colleges and its use is unsatisfactory in four in ten'. This statistic from Ofsted implies that ICT in RE is not very good in every four in ten institutions been to but on the other palm the good use of ICT in religious education is less three in 10 schools. The reasons for this can be insufficient ICT resources in academic institutions and planning time because of this to be done effectively in lessons.

Discussions of findings

From doing my job on ICT in RE I have learnt that ICT may bring opportunity to RE. It has a great deal benefits such as it can help students to believe critically about issues in RE and children and teachers can have debates on these issues on discussion boards. RE online state that 'making use of the internet to explore religious beliefs and routines, ultimate questions and honest issues'. This is good because children can socialise with friends on religious issues via the internet. Dfes (2004) p. 15 state that 'communication could be produced by pupils using e-mail to contact pupils in other academic institutions that are following similar topics'. Children who are calm in class may be able to open up and give their ideas on their beliefs via the internet which will help the child to get confidence. Usage of ICT in RE can enhance a child's creative imagination by using electricity point and posters where they are simply creating something on issues in RE. Period to plan activities are important because then your teacher can examine the resources they will use for the experience and make any changes if necessary to meet the needs of children. I my thoughts and opinions I believe ICT can make RE better because it gives them more free resources to improve the ways that teachers teach. Parfitt (2005) declare that ' ICT is part of "how" approximately "what" in learning it's not about updating, but adding, enriching and enabling'. However the weaknesses are the little support on training on using ICT resources and lack of time for you to organise activities. Another factor is that of children using online resources incorrectly this means that they duplicate work from the web without referencing. Colleges must coach children dangers of the plus they should make reference to piece work they looked at.

Conclusions and recommendations

In finish whilst doing my project and believe I have achieved my seeks in my statement by including all my information highly relevant to the aims. Might work will profit others by giving them more understanding and knowledge upon this topic. Improvements I can make to my project are to use more resources such as catalogs, journals and online sites. During my job I found it difficult to assemble information on this issue because there's not much research done it this area. If I do this task again, I will do my very own research in this theme. I am going to do my own research by going into schools transporting questionnaires and watching RE lessons.

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