1. Introduction

2. © Paul Hopkins MMVII Warm up exercise What would you spend £100 / £500 or £1000 on? Spend 2 mins on each talking to the person next to you. RE-spending some money

3. © Paul Hopkins MMVII Background I By the turn of this century, we will live in a paperless society. (Roger Smith of General Motors) 1986 There is no reason for any individual to have a computer in their home. (Ken Olson of Digital Equipment) 1977 In from three to eight years we will have a machine with the general intelligence of an average human being. (Marvin Minsky) 1970 [By 1985], machines will be capable of doing any work Man can do. (Herbert Simon) 1965 [Television] won't be able to hold on to any market it captures after the first six months. People will soon get tired of staring at a plywood box every night. (Darryl F Zanuck) 1947

4. © Paul Hopkins MMVII Background II Using ICT in UK schools “used well (digital technologies) have the potential to improve achievement …. and to significantly enhance our quality of life” Tony Blair - Prime Minister UK - 2001 All teachers trained after 1998 have to pass competency in ICT Between 1999 and 2003 all practising teachers to reach the same standard Massive funding of over £2 billion in funding for hardware in UK schools in last 5 years and £500 million for a ‘digital curriculum’ over next 3 years.

5. © Paul Hopkins MMVII Background III Developing the use of ICT in schools from 2002-2006. Encouraging schools to invest in ICT and look for places to use this in schools Developing the idea of Virtual Learning Environments, Learning Platforms and 24/7 learning.

6. © Paul Hopkins MMVII 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 affect:  Content  Methodology  Pedagogy

7. © Paul Hopkins MMVII Types of ICT? What ‘sorts;’ of ICT do you know? What ‘sorts;’ of ICT do you know?  Pre-computer  Video, DVD, Slides, Tape, CD-ROM  Web 1.0  Internet, Flash, Video, Audio (mp3) Information,  Web 2.0  Podcasting / Vodcasting, Forums, Blogs, You-Tube, Flickr, RSS, Moodle, Wikis, folksonomies

8. © Paul Hopkins MMVII Why use ICT to teach RE? EfficientEffectiveTransformative Scrimshaw and McCormack 1999

9. © Paul Hopkins MMVII Process of ICT What access do I have? What access do I have?  Access and ability to use it  “Training” skills of self and pupils Who is the audience? Who is the audience?  Age group / Purpose / individual, group or class / used later? Which type of ICT shall I use? 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? What fallback do I need if it all goes wrong?

10. © Paul Hopkins MMVII What makes a good lesson when using ICT? Focus on RE KU not on ICT skills Focus on RE KU not on ICT skills Clear and shared objectives Clear and shared objectives Clear and understood assessment criteria Clear and understood assessment criteria Good classroom organisation Careful planning Previous ICT skills PedagogicalPractical

11. © Paul Hopkins MMVII What stops me? Time Access Equipment Skills (mine) Skills (pupils)

12. © Paul Hopkins MMVII Key RE and ICT websites http://www.reonline.org.uk/itre http://www.ncaction.org.uk http://schools.becta.org.uk http://tre.nfgl.gov.uk http://www.gcsere.org.uk http://www.cleo.net.uk

13. © Paul Hopkins MMVII Research Evidence There is very little directly related to RE, but some sites that are useful are: http://www.becta.org.uk/research http://www.nfer.ac.uk http://www.dfes.gov.uk/research http://www.mmiweb.org.uk/research

14. © Paul Hopkins MMVII Questions? paul@paulhopkins.org.uk rosemary@retoday.org.uk paul@paulhopkins.org.uk rosemary@retoday.org.uk