The Buzz About the Theology-Technology Connection

"What's the buzz? Tell me what's happenin'!" I'm sure many of you recognize those lyrics from "Jesus Christ Superstar." I think of that song whenever the topic of technology comes up, which is often. In-services, workshops, and professional journals regularly feature presentations on technology in the classroom. High schools have information technology or computer science departments that offer not only electives but required courses for students. Technology is not a fad or an example of the educational pendulum swinging one way; the information age is here to stay. So, what is this "buzz" all about?

A Product or a Process?

Technology is an interesting term. If you look at its Greek roots, the word means "the systematic treatment of an art or craft." Many times technology is used to refer to hardware: computers, scanners, and other "tools" that can be purchased. Yet the etymology suggests applications, methods, and processes. When we think about those applications of the word, software, the Internet, and e-mail may come to mind. All these provide exciting opportunities for the classroom. How can we use some of this potential in our theology courses?

Enhancement and Creativity

I used my first computer primarily for its word-processing capabilities--creating and saving documents for my classes. I still create templates for frequently used forms (a great time-saving technique) and design high-quality handouts for students and parents. Adding graphics and word art to a form or presentation can make communication effective and interesting. Patrick Daniels, a high school theology teacher at Saint Francis High School in Mountain View, California, uses graphics as discussion starters, asking students to try to identify why he chose what he did.

Efficiency

Grading programs are available that average midterm and final grades. One of my colleagues regularly hands out reports to students showing missing assignments. In many schools, teachers download class lists, set up grading procedures, and enter grades directly into the school's system, where administrators, counselors, and parents can access them.

Research

The information superhighway is taking us to a new frontier more quickly than we could have imagined. Consider that corporations now have information officers and engineers to manage the increasing amount of data generated each day. And as satellite, cable, and DSL lines become more readily available, the information will be arriving even more rapidly. How will we view all this information, and what will we do with it?

• I have never heard a theology teacher exclaim, "I do not have enough content to cover!" With more information and resources available, theology departments face tough curriculum choices because we cannot cover everything in a given semester or a four-year program.
  
  
• Many high-quality Web sites deal with every theological content area imaginable. You can type in a key word and have thousands of hits come up from a search engine. Learning how to sort through the hits and find useful information for a given purpose is a sophisticated skill that takes some practice. Verifying that the information is authentic can also be a challenge.
  
  Meeting Needs of Diverse Learners
  
  Rick Blackwell, a member of my theology department at Mercy Academy in Louisville, Kentucky, has set up test reviews and practice tests on older computers. Students of every ability level have benefited, and their confidence has grown in taking various assessments in his class.
  
  Patrick Daniels makes the point of using a larger font size with students who have learning differences, such as dyslexia. Personalizing instruction in this way is so simple, yet it goes a long way in meeting the individual needs of students.
  
  Highly motivated students may want to explore concepts in more depth. The wealth of information on the Internet makes this quite easy to do. Suggesting that they make use of technology in presentations can also be a way for these students to go above and beyond the minimum requirements.
  
  Integration
  
  Moving to the point where technology is fully integrated into a school, a department, and a specific course is a process that takes time, but the potential is amazing.
  
  The Tools
  
  The Internet. Teacher Web pages are an effective way to nurture faith community. I have designed http://sites.netscape.net/kathodapp for the classes I teach at Mercy Academy this year. I spent about eighty hours over the summer putting it together and imagining how I would use it with my students. I have posted my syllabus, expectations, and contact information, as well as a weekly calendar for my courses that includes topics and activities covered in class and homework for the week. I've also included reflections and quotes to ponder, study hints, links, online homework, and extra credit opportunities.
  
  Mary Jean Erb, a teacher from Archbishop Spalding High School in Severn, Maryland, told me about a Web site designed for a course based on Jesus of History, Christ of Faith. With content supplied by the theology teachers, the school's technology specialist put together The Holy Land WebQuest , which can be accessed by clicking on that title on the school's home page. This self-directed Web site focuses on Jesus' life in his particular time and culture. Using reading assignments from the text and links to other Web sites, students read and research to learn more about the geography, housing, food, diversity, and religious practices of Jesus' time.
  
  Gregg Costanzo, a theology teacher and campus minister at Elyria Catholic High School in Elyria, Ohio, conducts study sessions in the evening in his site's chat room. He noticed that one of the benefits of doing this is that parents become more involved. If they know when their teen is having a test they can spark conversation on the content. Gregg even has a function on his Web site that allows students and parents to view grades. Parents appreciate the prompt response, and it goes a long way in building the partnership between school and home.
  
  Gregg's Web site, echs.faithweb.com , echs.faithweb.com, helps students find appropriate sites to use for research. In the library section, Gregg includes links to various theological sites. Another helpful feature of the site is a section entitled Academic Tools, where he includes general reference materials, hints on giving a great presentation, and information on how to cite online sources.
  
  Raymond Riddick of Saint Mary's Ryken High School in Leonardtown, Maryland, developed a Web site that supports his course in spirituality, worship, and sacraments. What strikes me most about this site is Raymond's use of artwork and photography. He has included vivid, colorful, and moving art to develop concepts in a way that brings a faith perspective to the forefront. Besides art, Raymond has included prayers and links to sites that feature readings, meditations, and saints of the day to bring a spiritual dimension to the site. Prayer requests can even be made through postings.
  
  Presentation programs. Classroom presentations, whether done by students or teachers, can be media-rich with the capabilities of programs such as PowerPoint, HyperStudio, Adobe Illustrator, and PhotoShop. Instead of chalky white dust streamed on a blackboard, presentations can be filled with color, pictures, video, sound, animation, and artistic expression. Patrick Daniels posts his PowerPoint presentations on his Web site http://teachers.sfhs.com/padaniel. I also know teachers who put presentations together at home and e-mail them to school to use in class the next day. Tracy Hammond, the Spanish teacher at my school, takes class time to teach students some basics in PowerPoint and then requires them to do class presentations.
  
  E-mail. Learning to set up folders to file important e-mails is definitely a time-saving technique. Best of all, e-mail can serve as a way to nurture and develop relationships. Early in the school year, Anna, a conscientious sophomore, e-mailed me around 7:30 in the evening to ask a few specific questions about the first content quiz in my Scripture class. I e-mailed her back a while later, identifying some of the points I had reviewed in class. The next day Anna thanked me for my reply and told me that it helped her study. It did not take a lot of time on my part, but it made all the difference in her confidence level.
  
  It is important to set clear expectations regarding the proper use of e-mail. Students may need examples of what is appropriate and what is not. I do want students to e-mail me with questions about work and with requests to schedule a conference or a make-up test. I also want students to share exciting Web sites they discover when doing online research. But I do not want forwarded copies of surveys, jokes, and chain letters in my inbox. I also do not want students to e-mail me with personal and family issues that are best served by a counselor. Establishing these parameters helps keep e-mail a healthy and appropriate means of communication between teacher and student.
  
  Getting Started
  
  Moving toward an integrated use of technology in your classes will take time, support, and some investigation. Regardless of where you are on the technology continuum, the best place to start is by setting a realistic goal for yourself. Decide to get in touch with your love of learning and begin by focusing on one thing you can do this year to enhance your courses. You might start by simply improving the quality of your class handouts by adding clip art.
  
  Opportunities for learning and networking are limitless. A good place to start is with Saint Mary's Press Faith Community Builders Web site. Designed specifically for high school teachers and campus ministers, a wealth of resources (articles, links, teaching strategies) are available. The site is also a place for teachers to network with colleagues all over the country.
  
  I would encourage you to use the Internet to research the topics that you are interested in and to learn how to maximize the power of a search engine. Learning what is out there and how to use it takes time, so be patient with yourself. Ask questions of the computer teacher or the computer-savvy students that sit in your classroom.
  
  Attend evening classes at local junior colleges. Courses are available in major software applications, Web design, and the Internet. These courses are relatively inexpensive and are offered throughout the year. It may also be possible to audit a course at your high school during your planning period.
  
  I have found that the For Dummies books are helpful, and that some Web sites provide free tools and instruction on how to build Web pages. I used Netscape Site Central to build my site, where sample pages are available and no HTML is required. (Knowing some HTML basics allows for more options when designing your site.) AOL, Hometown, GeoCities, Tripod, Angelfire, and other sites online also provide free Web site hosting.
  
  Troubleshooting
  
  What are potential problems when using technology in the classroom? Equipment failure! I am the first to say that I believe in Murphy's Law: "Whatever can go wrong, will." Like what? Not having a cord for the computer projection device, the server being down (and so no Internet access), computers freezing up . . . you name it. Making sure everything is up and running, ready before class begins, is the safest way to avoid problems. Also, when I plan a computer-based activity, I always have a backup plan in mind in case something goes wrong.
  
  There will always be students who procrastinate and then run into unexpected problems at home. The most common difficulties tend to be with links that cannot be accessed (server problems on the Web site's end) and printer difficulties. I encourage students to complete work ahead of time (extra credit for turning in early) and to contact me as soon as they have a problem. Nothing new for teachers here.
  
  Need for Reflection and Constant Evaluation
  
  "Begin with the end in mind." This adage from Stephen Covey's Seven Habits of Highly Effective People (New York: Simon and Schuster, 1990) is a critical one to keep in mind when thinking about how technology enhances student learning and achievement. Using technology for technology's sake is not the most effective way to reach the heart, mind, and soul of our students. There will be times when there are better ways to teach a concept in a theology class.
  
  Being aware of the dark side of the Internet is also critical. There are literally millions of sites that are filled with pornography, violence, hate, lies, and deception. We have all heard of stalkers in chat rooms that prey on the insecurities of young people. Students must learn how to decipher and critically reflect on the information they encounter on the Internet using Gospel values.
  
  There must be discussions involving fair use and copyright laws. Plagiarism is more of a concern now than ever before. How do we teach students what is fair use and what is simply stealing? If we do not do this, then we are not preparing students for life in the twenty-first century, and we most certainly are not contributing to their development into faith-filled adults. A college professor of mine frequently spoke of the teacher as reflective learner. In using technology, we must teach our students to be reflective learners as well.
  
  The Bottom Line
  
  My principal, Michael Johnson, has a framed print in his office with a quote that reminds me of my most important responsibility as a teacher: "Our greatest contribution is to be sure there is a teacher in every classroom who cares that every student, every day, learns, and grows, and feels like a real human being" (Donald Clifton, SRI Gallup, Inc.).
  
  Technology is a wonderful tool that can bring exciting new possibilities in our classes, but it will not replace the teacher; students want to connect to teachers and feel that they are valuable human beings. Technology is not going to motivate or nurture our students. We must take the time to get to know our students as individuals to find ways of doing that. As we learn to use technology in more meaningful and effective ways in the classroom, we must remember that the teacher-student relationship still is the bottom line. That is what needs to be happening in classrooms that are faith communities. That's the buzz!