Constructing knowledge: An effective use of educational technology for teaching Islamic studies in the UK |
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Authors: | Email author" target="_blank">Ayla?G?lEmail author |
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Institution: | (1) Centre for the Study of Radicalisation and Contemporary Political Violence (CSRV), Department of International Politics, Aberystwyth University, Penglais, Aberystwyth, Wales, UK, SY23 3FE |
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Abstract: | The 21st century as a digital age is characterized by the increased accessibility of information and knowledge through the
medium of sophisticated technological tools. The main aim of this article is to show how educational technology can be used
effectively to help students construct knowledge when teaching Islamic studies in the UK. The first part of this paper summarizes
the differences between information sharing and knowledge construction with reference to the essence of knowledge as Aristotelian
‘episteme’ (theoretical knowledge) and technê (practical knowledge: know-how); and the extent which the former process is created by the use of Information Technology
(IT) while the latter is enhanced by Educational Technology (ET). The second part explores how ET can be used effectively
to ‘provide training in critical and creative thinking skills of students’ as an integral part of producing useful tools and
generating practical benefit during their learning process (Felder et al. 2000, p. 26; Callaos 2009, p. 3). The third, then, explains why a student centred and research-based teaching is preferred to traditional research-led
method in order to support the construction of knowledge. The paper concludes by presenting some reflections and limitations
on how effective use of ET and research-based teaching can help students to become critical thinkers while studying Islam
and Middle Eastern politics as part of international politics curriculum in the UK. |
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