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Paul Hopkins

Paul Hopkins. Transforming Learning. The 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: Content Methodology Pedagogy. Types of ICT?.

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Paul Hopkins

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  1. Paul Hopkins

  2. Transforming Learning • The 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: • Content • Methodology • Pedagogy

  3. Types of ICT? • What ‘sorts;’ of ICT do you know? • Computer • Video • Sound • Images • Animation

  4. Why use ICT to teach RE? Efficient Effective Transformative

  5. Process of ICT • What access do I have? • Access and ability to use it • “Training” skills of self and pupils • Who is the audience? • Age group / Purpose / individual, roup or class / used later? • Which type of ICT shall I use? • Again skills (self and pupils) • ICT / RE balance • Software / Hardware needed (and access to it) • What fallback do I need if it all goes wrong?

  6. Pedagogical Focus on RE KU not on ICT skills Clear and shared objectives Clear and understood assessment criteria Practical Good classroom organisation Careful planning Previous ICT skills What makes a good lesson when using ICT?

  7. What stops me? • Time • Access • Equipment • Skills (mine) • Skills (pupils)

  8. Developing Ideas 1 Accessing the impossible e.g. Access to places / artefacts that would be difficult to get into the classroom • www.educhurch.org.uk • Monasteris online • Taj Mahal Online • Virtual Tours on the VTC

  9. Developing Ideas 2 Using digital recording equipment to explore expression of religion 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

  10. Developing Ideas 3 An online database to explore authentic voice Using materials that exist to help pupils explore the beliefs and values of others. www.pcfre.org.uk/db/

  11. Developing Ideas 4 Retelling a story This might be as a newspaper or an animation, video, still images, powerpoint www.sln.org.uk/re/storyboard

  12. Developing Ideas 5 Making moral decisions Using the idea of a Multiple path narrative to explore a religions idea.

  13. Developing Ideas 6 Mimicing the media Making a news broadcast to argue a point, show a religious take, produce a documentary

  14. Developing Ideas 7 A graphic representation of an event This could be the stations of the cross, the story of the Buddha or the Hajj

  15. Developing Ideas 8 Using existing resource 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

  16. Developing Ideas 9 Reinforcement with games Using wordsearches / crosswords / missing words / hangman etc… www.eclipsecrossword.com www.halfbakedsoftware.com/

  17. Developing Ideas 10 Provide a virtual learning environment 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

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

  19. 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).

  20. Key RE and ICT websites • 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

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

  22. Plenary Key Things Always start with the RE objectives and activities the ICT is the servant of these not the master Make sure that you and your students have the relevant IT skills Make sure that the kit is working, check and double check - and have a backup plan. Five sites to keep in mind • www.ictadvice.org.uk • www.qca.org.uk • www.ncaction.org.uk • re-xs.ucsm.ac.uk • www.theresite.org.uk

  23. Questions?paul@paulhopkins.org.uk

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