Constructing knowledge: An effective use of educational technology for teaching Islamic studies in the UK
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 techn (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.
constructing knowledge educational technology techn episteme information technology critical thinking and islamic studies