| CODE | PLC5019 | ||||||||||||||||||||
| TITLE | Applying Creative Pedagogies in Religious Education through Effective Media Technologies | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 5 | ||||||||||||||||||||
| DEPARTMENT | Pastoral Theology, Liturgy and Canon Law | ||||||||||||||||||||
| DESCRIPTION | This study-unit aims at exposing the participants to various creative pedagogies that could be applied to RE (Religious Education), whatever the RE model followed locally is or could be. Such pedagogies consist of several teaching and classroom practices that require innovative and/or even unorthodox approaches that could be adopted by religious educators to guide and scaffold students in their learning process. The unit will also and mainly focus on how several media technologies could be accessed and used creatively in RE so as to make learning more relevant, engaging and applied to various life contexts. The participants of this unit will also understand more and reflect more upon ways how creative teaching and learning, and teaching for creativity, in RE, can lead students to feel more the relevance of the subject in their everyday lives. Study-Unit Aims: Investigate how various media technologies can be effectively and creatively employed in religious education pedagogies; Explore how creative teaching and learning through technology can make RE more relevant by relating it more to the students' everyday life; Compare various creative digital tools and techniques in their effective use in the context of RE instructional design; Differentiate between the effective and ineffective uses of media/digital technologies in RE Justify the selection of digital tools in the design of RE lesson plans and schemes of work. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: Define creative pedagogies as they apply to RE; Define narrative pedagogies; Explain how creative pedagogies, especially narrative ones, enhance teaching and learning in RE; List various digital tools and techniques that can be employed in RE; Describe various pedagogically effective ways how these tools and techniques can be employed in the RE classroom; Discuss how digital technologies in the RE classroom can promote both assessment for learning (AfL - Formative Assessment) and assessment of learning (AoL - Summative Assessment). 2. Skills: By the end of the study-unit the student will be able to: Identify effective and ineffective uses of various digital technologies in RE; Construct lesson plans and schemes of work that embed the use of creative pedagogies through technology; Apply creative digital and techniques to share a few life experiences in relation to the learning outcomes addressed; Combine the effective uses of various digital tools in RE lesson plans and schemes of work; Create a digital / multi-modal product that could be used to effectively promote deep learning and reflection on one or two specific learning outcome/s; Assess the pedagogical pros and cons of various digital tools as they are used in the RE classroom. Main Text/s and any supplementary readings: Bandhana, B. (2012). Integration Of Information and Communication Technologies in Enhancing Teaching and Learning. Contemporary Educational Technology.3 (2)130-140. MT Becta. (2010). Leading Next Generation Learning; the 21st Century Religious Education Teacher Using Technology to enhance Teaching. Millburn Hill Road. MT Bevans, Stephen B., and Jeffrey Gros. 2009. “Evangelization and Religious Freedom: Ad Gentes, Dignitatis Humanae.” In Rediscovering Vatican II, edited by Christopher M. Bellitto. Mahwah, NJ: Paulist Press. Bevans, StephenB, and Roger Schroeder. 2011. Prophetic Dialogue: Reflections on Christian Mission Today. Maryknoll, NY: Orbis Books. Borgmann, Albert. 2003. Power Failure: Christianity in the Culture of Technology. Grand Rapids, MI: Brazos Press. MT British Dictionary. (2012). Definitions for Methodology. British Dictionary. Bull, B. (2016).Five Foundations of Exploring Technology in Christian Religion. CPH.EDUC. MT Carolyn, R., & Sharon, A. (2010). ICT and Religious Education. http;// www. web. org.Uk/ mmisitr/support.html. Chidi llechukwu, L., & Nkechi Uchem, R. (2014).Application and Role of ICT in Religious Education. Research and Social Sciences, 4 (4). Chidi, H, L., & Nkechi U. R. (2014). Application and Role of ICT in Religious Education. Research on Humanities and Social Sciences. 4(4). Díaz, Israel. 2019. “Can Digital Technology Enhance Christian Religious Education? Exploring the Efficacy of Digital Pedagogical Methods at St. Thomas Aquinas High School in Ft. Lauderdale, Florida.” DMin thesis-project, Barry University. Dulles, Avery. 2009. Evangelization for the Third Millennium. New York: Paulist Press. Eady, M., & Lockyer, L. (2013). Tools for Learning; Technology and Teaching Strategies. The University of Wollongong. Francis. 2013. Evangelii Gaudium [Apostolic Exhortation]. Holy See. http://w2.vatican.va/content/paul-vi/en/apost_exhortations/documents/hf_p-vi_exh_19751208_evangelii-nuntiandi.html. Freire, Paulo. 1974. “Conscientisation.” Cross Currents 24 (1):23–31. https://search-ebscohost-com.ezproxy.barry.edu/login.aspx?direct=true&db=rfh&AN=ATLA0001449185&site=ehost-live. Freire, Paulo. 2000. Pedagogy of the Oppressed. 30th ed. New York: Continuum. Fullan, M., & Langworthy, M. (2014).A Reach Seam, How new pedagogies find deep learning, London. Pearson. MT Groome, ThomasH. 1999. Christian Religious Education: Sharing Our Story and Vision. San Francisco, CA: Jossey-Bass. Hess, Mary E. 2005b. “What Difference Does It Make?: Digital Technology in the Theological Classroom.” Theological Education 41 (1):77–91. https://search-ebscohost-com.ezproxy.barry.edu/login.aspx?direct=true&db=rfh&AN=ATLA0001507608&site=ehost-live. MT Hess, MaryE. 2005a. Engaging Technology in Theological Education: All That We Can’t Leave Behind. Lanham, MD: Rowman and Littlefield. John Paul II. 1990. Redemptoris Missio [Encyclical Letter]. Holy See. http://w2.vatican.va/content/john-paul-ii/en/encyclicals/documents/hf_jp-ii_enc_07121990_redemptoris-missio.html. Karamouzis, P., & Fokides, E. (2017). Religious Perspectives and Use of Technology; Profiling the Future Teachers of Religious Education. Journal of Religion, Media and Digital Culture, 6(1), pp 23-42. Katitia, D. M. O. (2015). Teacher Education Preparation Program for the 21st Century. Which Way Forward for Kenya? Journal of Education and Practice, 6(24), 57-63. Knicker, C.R. (2001). Technology and Religion. Teachers College. Colombia University. Knippa, Michael. 2016. “Features of Human Anatomy: Marshall McLuhan on Technology in the Global Village.” Lutheran Mission Matters 24 (3):371–84. https://search-ebscohost-com.ezproxy.barry.edu/login.aspx?direct=true&db=rfh&AN=ATLAiB8W170508000993&site=ehost-live. Kselman, John S. 2000. “Genesis.” In The HarperCollins Bible Commentary. Rev. ed., edited by James L. Mays and Joseph Blenkinsopp, 83–118. San Francisco, CA: HarperSanFrancisco. Marcus B.P. (2019). Teaching Religion Using Technology in Higher Education. Forum for International Research in Education. 5. Miller J. (2017). Technology Enhancing Our Religious Lives. Oath Inc. Magesa, Laurenti. 2015. “Making Disciples: Pope Francis’ Paradigm for Mission.” International Review of Mission 104 (2):174–80. https://search-ebscohost-com.ezproxy.barry.edu/login.aspx?direct=true&db=lsdar&AN=ATLAiG0K160711001241&site=ehost-live. doi: 10.1111/irom.12092. McLuhan, Marshall. 1994. Understanding Media: The Extensions of Man [Sic]. Cambridge, MA: MIT Press. |
||||||||||||||||||||
| STUDY-UNIT TYPE | |||||||||||||||||||||
| METHOD OF ASSESSMENT |
|
||||||||||||||||||||
| LECTURER/S | Edward Wright |
||||||||||||||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
|||||||||||||||||||||