Importance of teaching Religious Education in schools

 Religious education in schools plays a significant role in the holistic development of students and society as a whole. Here are several key reasons why it is important:

1. Cultural Understanding

Diversity Awareness: Religious education fosters an understanding of various beliefs and practices, promoting awareness and appreciation of cultural diversity.

Social Cohesion: It can help build bridges between different communities by encouraging respect and understanding, which are vital in increasingly multicultural societies.

2. Ethical and Moral Development

 Value Formation: Religious education often emphasizes moral and ethical teachings, helping students to develop a strong moral compass.

Critical Thinking: It encourages students to consider complex moral and ethical issues, fostering critical thinking and personal reflection.

3. Identity and Personal Growth

Self-Discovery: Learning about different religions can help students explore their own beliefs and values, contributing to their personal identity and development.

 Purpose and Meaning: Engaging with religious perspectives can provide students with insights into life's bigger questions, promoting a sense of purpose and meaning.

4. Social Skills and Empathy

Interpersonal Skills: Discussions about religious beliefs can enhance students' communication and interpersonal skills, teaching them how to engage respectfully with differing viewpoints.

Empathy Development: Exposure to diverse religious perspectives can cultivate empathy by encouraging students to understand and appreciate the experiences and beliefs of others.

5. Historical Perspectives

 Understanding Heritage: Religious education provides insights into the historical contexts of various religions, helping students understand the influence of these beliefs on culture, politics, and society throughout history.

 Critical Historical Analysis: It can encourage students to analyze past events critically, considering the role of religion and belief systems in shaping historical narratives.

6. Community and Belonging

Fostering Community: Religious education can create a sense of community within the school by encouraging shared values and mutual respect among students of different backgrounds.

Engagement in Dialogue: It promotes dialogue and collaboration among students, teachers, and families, enhancing the school environment.

7. Preparing for Global Citizenship

Global Awareness: In a globalized world, understanding religious diversity is essential for effective communication and interaction on a global scale.

Conflict Resolution Skills: By studying religious differences, students can develop skills to navigate and resolve conflicts that arise from differing beliefs.

8. Academic Benefits

Interdisciplinary Learning: Religious education can intersect with subjects like history, philosophy, literature, and social studies, enriching the academic curriculum.

Engagement in Learning: Students often find learning about religion engaging, which can enhance their overall school experience.

Conclusion

Incorporating religious education into school curricula can contribute positively to individual and societal development. It equips students with the skills and understanding needed to thrive in a diverse world, encouraging them not only to be knowledgeable about different beliefs but also to practice tolerance, empathy, and respect for others.

ICT Education in Schools

 The Importance of ICT Education in Schools

In today's digital age, the integration of Information and Communication Technology (ICT) education in schools has become increasingly critical. As technology continues to evolve, equipping students with essential ICT skills is paramount for their future success in various fields. This article explores the significance of ICT education in schools, focusing on its impact on learning, career readiness, and societal engagement.

ICT Education workshop 2024 at Dvokolwako High School

ICT Education workshop 2024 at Dvokolwako High School

Enhancing Learning Experiences

ICT education enhances learning experiences by making lessons more interactive and engaging. Digital tools and multimedia resources can transform traditional teaching methods, enabling students to learn in ways that resonate with their interests and learning styles. According to the World Economic Forum, 85% of the jobs that will exist in 2030 have not yet been invented, emphasizing the need for educational systems to adapt and incorporate technology into their curricula (World Economic Forum, 2016).

Through ICT, educators can utilize online resources, educational software, and collaborative platforms, promoting an active learning environment. This not only helps in the retention of information but also encourages critical thinking and problem-solving skills among students (He, 2019). For instance, platforms like Google Classroom and educational apps have transformed the way teachers deliver content and assess student learning.

 

Preparing Students for the Workforce

Incorporating ICT education is essential for preparing students for the workforce. The job market today demands proficiency in various technological tools and platforms. A study by the International Society for Technology in Education (ISTE) indicates that digital literacy is among the top skills employers seek (ISTE, 2020). By integrating ICT into the curriculum from an early age, schools can ensure that students are not only familiar with technology but also adept at using it effectively in professional settings.

Moreover, ICT education fosters a range of competencies, including communication, collaboration, and creativity. For instance, students who engage in coding and programming projects develop problem-solving skills and logical reasoning, which are highly valued in careers in science, technology, engineering, and mathematics (STEM) fields (Partnership for 21st Century Skills, 2011).

 

Promoting Digital Citizenship and Responsibility

As students become more immersed in technology, it is crucial to teach them about digital citizenship and online responsibility. ICT education encompasses understanding the ethical implications of technology use, such as issues related to privacy, intellectual property, and online safety. Equipping students with knowledge about responsible technology use prepares them to navigate the complexities of the digital world responsibly.

 

According to the Digital Citizenship Institute, teaching digital citizenship helps students develop critical skills needed to engage positively and productively in an increasingly connected society (Digital Citizenship Institute, 2021). This education helps foster a generation that not only uses technology effectively but also understands its societal impacts and responsibilities.

 

Conclusion

The importance of ICT education in schools cannot be overstated. It enhances learning experiences, prepares students for the workforce, and promotes responsible technology use. As we continue to navigate a rapidly changing technological landscape, educational systems must prioritize ICT integration into curricula to equip students with the skills and knowledge they need to thrive in the digital age. The future workforce will depend on the ability to adapt to new technologies, and it is the responsibility of educators to prepare students for this reality.

 

References

Digital Citizenship Institute. (2021). What is Digital Citizenship? [Digital Citizenship Institute](https://www.digitalcitizenship.net)

He, W. (2019). The Role of ICT in Education: A Review of the Literature. *Education and Information Technologies*, 24(2), 1-24.

International Society for Technology in Education (ISTE). (2020). The Future of Work: The Role of Learning Technology. [ISTE](https://www.iste.org)

Partnership for 21st Century Skills. (2011). Framework for 21st Century Learning. [P21](http://www.p21.org)

World Economic Forum. (2016). The Future of Jobs: Employment, Skills, and Workforce Strategy for the Fourth Industrial Revolution. [WEF](https://www.weforum.org)

 

Integrating ICT education into schools is not just an option; it is a necessity that will shape the future of our students, empowering them to meet the challenges of tomorrow.

IMPORTANCE OF USING VIDEO CLIPS DURING TEACHING AND LEARNING

Importance of using video clips during teaching and learning

By Bongani Mhlanga

Using video clips during teaching and learning can be an effective tool for enhancing comprehension, engagement, and retention of information (EdSurge, 2024). As a Teacher and a University Tutor, I have identified the positive impact of such.

The learning environment just changes and the atmosphere is saturated with willingness to learn, and curiosity to link the video with the already-known content. This is very interesting. The tricky part of it is that it needs thorough preparation, time consideration, and classroom management skills. There has to be teaching and learning from setting up and selecting the video till the end of the session. Tertiary students are more independent and ready compared to high school learners from my experience, it is therefore paramount to be cognizant of the nature and cognitive level of your learners when you are to use such.

Here are some reasons why incorporating video clips into your teaching strategies can be beneficial:

1. Visual aid:

Video clips provide a visual representation of concepts and ideas, making it easier for students to understand and grasp complex information. Visual aids can help to clarify difficult concepts, stimulate interest, and reinforce learning. When teaching Religious Education in schools, we have to think about a way to give our learners a visual picture of the incidents. This is because some of the stories are too complicated to understand and hence video clips can be so helpful. For example, we have to show them the Annunciation to Mary, and Zachariah, the birth stories, and all the miracles that are in the syllabus. Remember that our learners learn from the known to the unknown, so it is highly likely to help them in the recall skills; that is to remember the events of the story if they have seen them. This is echoed by the new theory of learning called ‘Connectivism’. Teachers can utilize connectivism in their classrooms to help students make connections to things that excite them, helping them learn. Teachers can use digital media to make good, positive connections to learning (Western Governors University, 2020).

2. Engagement:

Video clips can capture students' attention and engage them in the learning process. The use of multimedia content can be more interesting and interactive than traditional text-based learning materials, keeping students engaged and motivated to learn. This is emphasized by the above-mentioned theory. Learners can engage and participate with a clear picture of what the subject matter is all about rather than getting it from the text.

3. Real-world application:

Video clips can show real-world examples, case studies, and applications of theoretical concepts, making learning more relevant and practical for students. By seeing how concepts are applied in real life, students can better understand the importance and relevance of what they are learning.

4. Multisensory learning:

Multisensory activities are based on whole-brain learning, which is the belief that the best way to teach concepts is by involving multiple areas in the brain (Waterford, 2019). Video clips engage different senses, such as visual and auditory, which can enhance learning for students with diverse learning styles. Watching a video can activate multiple parts of the brain, leading to improved attention, processing, and retention of information. When we facilitate teaching and learning in a classroom or lecture situation, the ear and eyes are the only senses that are used, but when we use a video clip, some emotions are provoked, which is why some will be laughing, so quiet to emotional moments, applying sympathy. This cannot be easily achieved without the use of video clips in teaching and learning situations.

5. Personalization:

Video clips can be customized to meet the specific needs and interests of students, allowing for personalized learning experiences Lee, B. (2019). Teachers can choose videos that cater to different learning styles, preferences, and abilities, making the learning more individualized and effective. We do so as educators being informed by the nature of our learners in our minds, for example, we cannot choose Cartoons video clips for high school learners, or choose videos that are in the French language when our learners do not understand the French language, it is therefore advisable for educators to take time and watch the video clips before taking them to class.

Overall, using video clips during teaching and learning can enrich the educational experience, foster deeper understanding, and enhance student engagement and retention of information. By incorporating multimedia content into your lessons, you can create a dynamic learning environment that promotes active learning and facilitates student success.

Why was the Gospel according to Luke included in the New Testament?

  

Pham D. P. (2015)

The Gospel according to Luke was included in the New Testament because it describes the life and ministry of Jesus Christ. It was written by Luke, Gentile physician and a travelling companion of Paul. The Early Church was concerned about reliability and accuracy of the authors since there were many false Gospels in circulation in biblical Palestine. In this unit, we shall look at the authorship of the Gospel, as well as the sources that Luke used to write the Gospel. This will help us understand why the leaders of the Early Church decided to include this Gospel in the New Testament.

Pham. D. P. (11 November 2015). Synoptic Gospels-Sacred Heart of Jesus Christ, Vietnamese, Carrollton-11/4/ & 11/11. Accesses date: 23 January 2024 https://www.cathdal.org/catechetical-calendar-viewdetails?id=2670&recurrence_number=1

Managing Tertiary Institutions’ Academic Burnout Throughout a Semester

 Being admitted to a tertiary institution is one of the most celebrated achievements for students. Wrapped in that celebration is bunch of semester burnout that leaves some tertiary students with anxiety, depression, stress and some even commit suicide or die of stress related sicknesses.

According to The Health Mind Study, in almost 33,000 college students in the United States, 50% had depression or anxiety or both. This is due to the pressure of striking a balance between social life and the demands of the academic calendar. Tertiary students usually have deadlines to meet. They have to submit assignments, write tests, prepare for the exams as well as proposals and projects.

Burnouts comes in different packages for students. Whether it’s handling the seemingly never-ending influx of work during term time, the lead up to an essay deadline or a brief but anxiety-inducing exam period, it can get to a point where it’s all just too much (Howatson-Tout, 2022). Depression needs to be given more attention since it can have an impact in the lives of the students. In some cases, such can lead to suicidal thoughts (Klein & VanDerBill, 2021)

Tips on how to survive academic burnout:

1. Work on your assignments right away, don’t wait for the deadlines

Figure 1[jivcollegecounseling.com]

Some students tend to bank tasks given to them by the professors. Sometimes it is due to a distant due date yet in between are so many tasks that might also come up and end up preoccupying the student to the point that they can’t meet the deadlines.

2. Have time to rest

Figure 2 [Adobe Stock]

Figure 3 [Adobe Stock]

The pressure that comes with high expectations and the fear of losing scholarship, supplementing or repeating a course can make a student to have sleepless nights. The pressure can make them to feel guilty every time they think of taking some rest. According to Rest and Recharge article published on the 19^th of May 2022, rest is important to ensure that your body and mind are able to perform effectively.

3. Avoid using high caffeine products

Figure 4 [The Daily Utah Chronicle]

Fatigue is very common when people do not have enough rest. To counter fatigue, students end up using high caffeine products like strong coffee, energy drinks and supplements. They use such to force the tired body to continue working on assignments, exams and projects. The result may not be as good as one may have expected due to the unhealthy products they use when dealing with pressure.

4. Ask for help

Figure 5 [Skippichard.com]

Tertiary students need to talk to friends, family members or the tertiary counsellors when they have so much on them. It helps to reduce the stress and sometimes leads to solutions and getting the rightful help needed.

 

REFERENCES

Eisenberg, D., Lipson, S.K., Heinze, J., Zhou, S., Talaski, A. & Person, A. (2020) The Health Minds Study: Fall 2020 Data Report.

Howatson-Tout, K. (2022). Students Reveal their tips for surviving university burnout.

Klein, A & VanDerBill, B. (2021). What to know about depression in students.

An Online Marking Rubric Template

 

ICT ONLINE LESSON MARKING RUBRIC

Course Instructor’s name	Bongani Mhlanga
Course	Introduction to Computers
Date	28 May 2022
Time	Different times schedules from 10am to 5pm
Topic	Computer Storage
Lesson Title	Storage devices
Level	IDE Year 1 semester 1
Lesson Duration	40 minutes
Lesson Total Marks for the lesson	40 Marks
Video-conferencing platform	Zoom Cloud Meeting
Prior knowledge/skills expected/assumed from the learners	-Know how to use gadgets for communication purposes. -Have general understanding of Zoom Cloud Meeting. -Know basic computer storages.
Lesson Objectives; By the end of the lessons the learner should be able to;	-Define computer storage. -List at least 5 removable storage devices. -List at least 2 non-removable storage devices. -Explain and analyse the functions of a computer storage.
Assessment methods:	-Instructor evaluation of group performance -Written work assessment using a quiz, group assignments and a group presentation document (Demonstrates knowledge of important content, show analysis, application, synthesis, and evaluation capabilities) -Presentation skills (Demonstration of acquired skills, demonstration of ability to work collaboratively)
Course Instructor Preparation:	-Schedule and send Zoom meeting’s link to all the learner’s different groups prior to the actual date. -Make sure that there is no clashing of scheduled times for the groups and short breaks between presentation. -Network stability and fully charge gadget before meeting. -Arrange with leaners about the most appropriate time for all presenting groups.
Lesson Development (timed steps and activities): -5min (logging in) All learners -3min (instruction and expectations) Facilitator -10min (presentations by groups) Participating group -2min (comments and observations) Facilitator -5min (question and answer session) All learners -3min (points emphasis and summary) Facilitator -7min (assessment) Learners
Step Marks Course Instructor Activities Learner Activities Preparation   Accepting learners to the meeting Learners are joining Zoom meeting Introduction/Icebreaker   -Phone memory is full message on my phone, what could be possible problems with my phone and how can it be fixed? -Introduce today’s topic. -State instructions and expectations. -Learners respond to the question that its storage is full and needs formatting or inserting a memory card for storage. Body (with at least three steps – indicating active learning from learners) A good presentation: *Good PowerPoint Presentation design = (5marks) *Clear definition = (2marks) *Examples (3 internal storage & 5 external storage) = (8marks)                         *Clear explanation of a function = (2marks)         *Good presentation and active participation per group = (1 mark)         *Active participation = (2 marks) Step 1 - Groups present their work using screen sharing their PowerPoint presentations. -Defining computer storage.   -Explain and list examples of internal storage and external storage.                         -Explain functions of a computer storage.         Step 2 – Facilitator’s comments on the presentations           Step 3 – Question and answer/comments from learners.     -Storage is a process through which digital data is saved within a data storage device by means of computing technology.   -Removable storage is that which can be removed from the computer after storing data to it. -Internal storage is that which cannot be removed from the computer. -Examples of internal storage include hard drive (HD), Read Only Memory (ROM), Random Access Memory (RAM) -Examples of external storage include flash drive, compatible disk drive (CD), phone, digital video display drive (DVD) -Computer storage stores processed data temporarily or permanently.   -Learners take notes of facilitators comments.                       -Students make comments and are given the opportunity to ask questions where they need clarity and make comments on the presentation. Summary   -Facilitator emphasise the definition of storage. -Emphasise the meaning of internal and external storage with examples and the function of computer storage. -Students take notes
Formative assessment tasks QUIZ (Assessing individuals) Facilitator instruct students to write responses to the following questions on the comments box: *What is your definition of a computer storage? (3 marks) *What is the function of a computer storage? (3 marks) *Write 2 examples of internal and external storage. 1mark/example (4marks) Total Marks for quiz = 10 marks
Conclusion Thank the learners for the presentations and efforts made and encourage peer learning.
Take home tasks (Summative assessment) In groups of 4, analyse the importance of storage to a computer device using Google Docs. Submit (after the approval of the facilitator) via WhatsApp or email as PDF (10 marks) to be part of the student CA at the end of the semester

 

COTE Certificate handover by Professor Justice Thwala & Professor Karen Ferreira-Meyers

A Lesson Plan for a Live Online Lesson (For Certificate in Online Teaching for Educators)

ONLINE LESSON PLAN TEMPLATE

Course Instructor’s name	Bongani Mhlanga
Course	Introduction to Computers
Date	28 May 2022
Time	Different times schedules from 10am to 5pm
Topic	Computer Storage
Lesson Title	Storage devices
Level	IDE Year 1 semester 1
Lesson Duration	40 minutes
Video-conferencing platform	Zoom Cloud Meeting
Prior knowledge/skills expected/assumed from the learners	-Know how to use gadgets for communication purposes. -Have general understanding of Zoom Cloud Meeting. -Know basic computer storages.
Lesson Objectives; By the end of the lessons the learner should be able to;	-Define computer storage. -List at least 5 removable storage devices. -List at least 2 non-removable storage devices. -Explain the functions of a computer storage.
Teaching/Learning  Approaches:	-Group presentations -Question and answer. -Discovery learning. -Classroom discussions.
Teaching/Learning Aids:	-Zoom App -Pictures and short video clips of storage devices -PowerPoint presentation
Course Instructor Preparation:	-Schedule and send Zoom meeting’s link to all the learner’s different groups prior to the actual date. -Make sure that there is no clashing of scheduled times for the groups and short breaks between presentation. -Network stability and fully charge gadget before meeting. -Arrange with leaners about the most appropriate time for all presenting groups.
Lesson Development (timed steps and activities): -5min (logging in) All learners -3min (instruction and expectations) Facilitator -10min (presentations by groups) Participating group -2min (comments and observations) Facilitator -5min (question and answer session) All learners -3min (points emphasis and summary) Facilitator -7min (assessment) Learners
Step Course Instructor Activities Learner Activities Preparation Accepting learners to the meeting Learners are joining Zoom meeting Introduction/Icebreaker -Phone memory is full message on my phone, what could be possible problems with my phone and how can it be fixed? -Introduce today’s topic. -State instructions and expectations. -Learners respond to the question that its storage is full and needs formatting or inserting a memory card for storage. Body (with at least three steps – indicating active learning from learners) Step 1 - Groups present their work using screen sharing their PowerPoint presentations. -Defining computer storage.   -Explain and list examples of internal storage and external storage.                         -Explain functions of a computer storage.     Step 2 – Facilitator’s comments on the presentations   Step 3 – Question and answer/comments from learners. -Storage is a process through which digital data is saved within a data storage device by means of computing technology.   -Removable storage is that which can be removed from the computer after storing data to it. -Internal storage is that which cannot be removed from the computer. -Examples of internal storage include hard drive (HD), Read Only Memory (ROM), Random Access Memory (RAM) -Examples of external storage include flash drive, compatible disk drive (CD), phone, digital video display drive (DVD) -Computer storage stores processed data temporarily or permanently.   -Learners take notes of facilitators comments.     -Students make comments and are given the opportunity to ask questions where they need clarity. Summary -Facilitator emphasise the definition of storage. -Emphasise the meaning of internal and external storage with examples and the function of computer storage. -Students take notes
Assessment tasks Facilitator instruct students to write responses to the following questions on the comments box: *What is your definition of a computer storage? *What is the function of a computer storage? *Write 2 examples of internal and external storage.
Conclusion Thank the learners for the presentations and efforts made and encourage peer learning.
Take home tasks In groups of 4, write the importance of storage to a computer device using Google Docs. Submit (after the approval of the facilitator) via WhatsApp or email as PDF
References https://www.techopedia.com/definition/1115/storage                                        https://www.youtube.com/watch?v=-eW4H0U2M9g
Lesson Evaluation (Strengths/Weaknesses) -Technical problems like network and data during presentation. -Flexible schedule time for each and every group’s presentation.

COTE COHORT 3 GRADUATION AT UNESWA (15 July 2022)

COTE Certificate handover by Professor J. Thwala and Professor Karen Ferreira Meyers