This activity was used with children in key stage 2, years 5 and 6.

Aim

• To use ICT to develop knowledge and understanding of the beliefs and traditions of two major religions in British society.

Activity objectives

• To address any misunderstandings about religious differences by using e-mail to generate an interfaith dialogue.
• To consider the conventions, strengths and limitations of using e-mail as a means of communication.
• To collect and transfer files as e-mail attachments.
• To learn to be sensitive to the needs of the e-mail reader through careful use of 'specialist' vocabulary.

This activity relates not only to development of understanding of different benefits and transactions but also to the key stage 2 ICT programme of study, particularly:

• sharing and exchanging information (3a);
• being sensitive to the needs of an audience (3b);
• reviewing what has been done to develop ideas (4a).

Activity description

This activity was part of a religious education project to establish a network of 'e-pals' between two schools in the same city: one with a largely Muslim intake and the other with a Roman Catholic tradition.

In planning the project, teachers from both schools met to establish aims and objectives. They agreed guidelines for the e-mail exchange and considered how they might intervene during the series of exchanges to ensure positive outcomes.

In order to show how e-mail communication can generate a real-time dialogue, the teachers set up an agreed timetable for sending and receiving messages. All the teachers and children were actively involved in creating and sending the e-mails. This provided opportunities for teachers to demonstrate features of the e-mail programme, such as the 'reply button' and the 'address book'.

The initial exchanges between the schools focused on personal introductions. The children shared information about their interests and hobbies. This was designed to break the ice and develop relationships between the children. Later, they shared information about their religious backgrounds and beliefs, especially about the Christmas and Eid festivals that were happening at the time of the project.

As the dialogue developed, the children's exchanges focused on the themes discussed in religious education lessons. During these exchanges the children were encouraged to say if they disagreed with something. They were encouraged not to dismiss ideas and beliefs but to explore different points of view in a positive way. By this stage of the project it was noticeable that the exchanges included both serious questioning about religious beliefs and questions about shared interests, hobbies and families.

Throughout these exchanges, teachers in each school intervened to pose and develop the thinking of all the children.

Towards the end of the project the children were taught how to attach files to e-mails. They were encouraged to e-mail pictures and video greetings to one another. The project culminated in the children from both schools meeting up in a city park during the summer term. The children each used downloaded and printed images to help identify their e-mail partners.

Commentary

The project worked well: the children used e-mail to exchange and share ideas about their religious traditions and beliefs. The immediacy of the dialogue meant that any misconceptions could be explained as soon as they arose. The children found the direct e-mail interaction with their peers motivating: the contact enriched the teaching of more traditional paper-based work.

As the project progressed, the children began to appreciate the similarities and differences in their respective religious beliefs. They explored and discussed common misunderstandings. They also noticed that they shared many interests, hobbies and experiences.

The teachers in both schools felt that these exchanges went some way towards developing the children's understanding of different religious cultures and of the need to reduce any prejudice and/or suspicion they may feel regarding other traditions.

Resources

The information and communications technology schemes of work can be found at www.standards.dfes.gov.uk/schemes.

The online national curriculum can be found at www.nc.uk.net.