ICT w edukacji religijnej

Dominika Kochan

doi:10.36124/rt.2025.14

Published: 2025-12-281

Vol. 67 No. 2 (2025)

ICT in religious education

Dominika Kochan

https://orcid.org/0009-0007-2300-6527

https://doi.org/10.36124/rt.2025.14

Abstract

ICT plays a key role in the transformation of education, including religious education. The introduction of ICTs into the teaching of religion enables not only more engaging didactic methods, but also a better adaptation of the content to the expectations of today‘s young people, who function in a digital world daily. The COVID-19 pandemic accelerated the integration of ICT in the didactic process, also in the teaching of religion, forcing teachers to adapt modern technologies. The paper presents selected models (Technological Pedagogical Content Knowledge and Substitution, Augmentation, Modification, Redefinition) of technology integration in didactic work. Attention is paid to teachers‘ digital competences and their role in the effective use of ICT in education, in line with the needs and expectations of young people, while taking into account the ethical context.

Keywords:

ICT, education, religion, TPACK, SAMR

Download files

PDF (polish)

Citation rules

Kochan, D. (2025). ICT in religious education. Theological Yearbook, 67(2), 307–325. https://doi.org/10.36124/rt.2025.14

Cited by / Share

Licence

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Abbitt, John T. 2011. „An Investigation of the Relationship Between Self-Efficacy Beliefs About Technology Integration and Technological Pedagogical Content Knowledge (TPACK) Among Preservice Teachers.” Journal of Digital Learning in Teacher Education 27 (4): 134–143. DOI: https://doi.org/10.1080/21532974.2011.10784670

Amutha, Das. 2020. „The Role and Impact of ICT in Improving the Quality of Education.” EngRN: Electronic. Dostęp: 2025.02.10. https://doi.org/10.2139/ssrn.3585228. DOI: https://doi.org/10.2139/ssrn.3585228

Aslan, Aydm, i Chang Zhu. 2016. „Influencing Factors and Integration of ICT into Teaching Practices of Pre-Service and Starting Teachers.” International Journal of Research in Education and Science 2 (2): 359–370. Dostęp: 2025.02.28. https://files.eric.ed.gov/fulltext/EJ1105123.pdf. DOI: https://doi.org/10.21890/ijres.81048

Bandura, Albert. 1977. „Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84 (2): 191–215. Dostęp: 2025.02.03. https://doi.org/10.1037/0033-295X.84.2.191. DOI: https://doi.org/10.1037/0033-295X.84.2.191

Bandura, Albert. 1991. „Social Cognitive Theory of Self-Regulation.” Organizational Behavior and Human Decision Processes 50 (2): 248–287. Dostęp: 2025.02.03. https://doi.org/10.1016/0749-5978(91)90022-L. DOI: https://doi.org/10.1016/0749-5978(91)90022-L

Bandura, Albert. 2001. „Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52: 1–26. 2025.02.10. https://doi.org/10.1146/annurev.psych.52.1.1. DOI: https://doi.org/10.1146/annurev.psych.52.1.1

Boguszewski, Rafał, i Janusz Mariański. 2023. „Highly Religious Young Poles in the Process of Transformation.” Seminare. Poszukiwania Naukowe 44 (1): 35–58. 2025.02.10. https://doi.org/10.21852/sem.2023.1.09. DOI: https://doi.org/10.21852/sem.2023.1.09

Butar-Butar, Imelda, i Jim Sitorus, Dyoys A. Rantung, Noh I. Boiliu. 2023. „Implementation of Educational Technology in the Development Area in Christian Religious Education in the Digital Age.” International Journal of Multidisciplinary: Applied Business and Education Research 4 (2): 402-412. 2025.02.10. https://doi.org/10.11594/ijmaber.04.02.07. DOI: https://doi.org/10.11594/ijmaber.04.02.07

Catto, Rebecca. 2014. „What Can We Say About Today‘s British Religious Young Person? Findings from the AHRC/ESRC ‘Religion and Society Programme.’” Religion 44 (1): 1–27. 2025.02.12. https://doi.org/10.1080/0048721X.2013.844740. DOI: https://doi.org/10.1080/0048721X.2013.844740

Chai, Ching Sing, i Joyce Hwee Ling Koh, Chin-Chung Tsai. 2010. „Facilitating Preservice Teachers’ Development of Technological, Pedagogical, and Content Knowledge (TPACK).” Educational Technology and Society 13: 63–73.

Crompton, Helen, i Diane Burke. 2020. „Mobile Learning and Pedagogical Opportunities: A Configurative Systematic Review of PreK-12 Research Using the SAMR Framework.” Computers & Education 156. 2025.02.10. https://doi.org/10.1016/j.compedu.2020.103945. DOI: https://doi.org/10.1016/j.compedu.2020.103945

Das, Koushik. 2017. „The Role and Impact of ICT in Improving the Quality of Education: An Overview.” International Journal of Innovative Studies in Sociology and Humanities 4 (6): 97-103. 2025.02.12. https://ijissh.org/storage/Volume4/Issue6/IJISSH-040611.pdf?utm_source=chatgpt.com.

DiGregorio, Nikki, i Delores D. Liston. 2018. „Experiencing Technical Difficulties: Teacher Self-Efficacy and Instructional Technology.” W Self-Efficacy in Instructional Technology Contexts, red. Charles B. Hodges, 103–117. Cham: Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-99858-9_7

Handrianto, Budi, i Bahrum Subagiya, Anis Malik Thoha. 2023. „Concept and Implementation of Religious Character Education for Wiser Use of Technology.” TSAQAFAH 19 (2):265-288. 2025.02.03. https://doi.org/10.21111/tsaqafah.v19i2.8511. DOI: https://doi.org/10.21111/tsaqafah.v19i2.8511

Hsu, Chung-Yuan, i Meng Jung Tsai, Yu-Hsuang Chang, Jyh-Chong Liang. 2017. „Surveying In-Service Teachers‘ Beliefs About Game-Based Learning and Perceptions of Technological Pedagogical and Content Knowledge of Games.” Journal of Educational Technology & Society 20 (1): 134–143.

Kartal, Büşra i Cengiz Çınar. 2018. „Examining Pre-Service Mathematics Teachers’ Beliefs of TPACK During a Method Course and Field Experience.” Malaysian Online Journal of Educational Technology 6 (3): 11–37. 2025.02.17. https://files.eric.ed.gov/fulltext/EJ1184191.pdf.

Kerckaert, Stephanie, i Ruben Vanderlinde, Johan van Braak. 2015. „The Role of ICT in Early Childhood Education: Scale Development and Research on ICT Use and Influencing Factors.” European Early Childhood Education Research Journal 23 (2): 183–199. 2025.02.28. https://doi.org/10.1080/1350293X.2015.1016804. DOI: https://doi.org/10.1080/1350293X.2015.1016804

Klichowski, Michał. 2015. „Model TPACK. O Potrzebie Technopedagogicznego Podejścia do Wiedzy i Kompetencji Nauczycieli.” W Nauczyciel w ponowoczesnym świecie: od założeń teoretycznych do rozwoju kompetencji, red. Jacek Pyżalski, 85–98. Łódź: Wydawca theQ studio. 2025.02.17. https://cyberparks-project.eu/files/sites/default/files/publications/klichowski_model_tpack_2015.pdf .

Kurt, Serhat. 2010. „Technology Use in Elementary Education in Turkey: A Case Study.” New Horizons in Education 58 (1): 65–76. 2025.02.10. https://files.eric.ed.gov/fulltext/EJ893713.pdf.

Mariański, Janusz. 2009. „Sekularyzacja a Nowe Formy Religijności.” Roczniki Nauk Społecznych 1 (37): 33-68. 2025.02.28. https://www.kul.pl/files/852/media/RNS/pdf-y/2009/2009-marianski.pdf .

Mąkosa, Paweł M., i Marian Zając, Grzegorz Zakrzewski. 2022. „Opting Out of Religious Education and the Religiosity of Youth in Poland: A Qualitative Analysis.” Religions 13: 906. 2025.02.17. https://doi.org/10.3390/rel13100906. DOI: https://doi.org/10.3390/rel13100906

Mishra, Punya, i Matthew J. Koehler. 2006. „Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017–1054. 2025.02.03. https://doi.org/10.1111/j.1467-9620.2006.00684.x. DOI: https://doi.org/10.1177/016146810610800610

Mishra, Punya. 2019. „Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade.” Journal of Digital Learning in Teacher Education 35 (2): 76–78. 2025.02.28. https://doi.org/10.1080/21532974.2019.1588611. DOI: https://doi.org/10.1080/21532974.2019.1588611

Mumtaz, Shazia. 2000. „Factors Affecting Teacher’s Use of Information and Communications Technology: A Review of the Literature.” Journal of Information Technology for Teacher Education 9: 319–342. https://doi.org/10.1080/14759390000200096. DOI: https://doi.org/10.1080/14759390000200096

Nowakowska-Siuta, Renata 2019. „Sprawczość i wspólnotowość. Autopercepcje przyszłych nauczycieli w konfrontacji z funkcjami i zadaniami współczesnego uniwersytetu.” Rocznik Teologiczny 61 (4): 4: 763–783. Dostęp: 28.02.2025. https://doi.org/10.36124/rt.2019.31.

Rasińska, Anna. 2021. „Młodzi w Kościele.” W Kościół w Polsce. Raport, red. Katolicka Agencja Informacyjna, 119–129. Warszawa: KAI. 2025.02.17. https://www.ekai.pl/wp-content/uploads/2021/04/KAI_Raport_Kosciol-_w_Polsce_2021_2.pdf.

Ratheeswari, K. 2018. „Information Communication Technology in Education.” Journal of Applied and Advanced Research 3 (Suppl. 1): 45-47. 2025.02.28. https://doi.org/10.21839/JAAR.2018.V3IS1.169. DOI: https://doi.org/10.21839/jaar.2018.v3iS1.169

Robinson, Laura, i Shelia R. Cotten, Hiroshi Ono, Anabel Quan-Haase, Gustavo Mesch, Wenhong Chen, Jeremy Schulz, Timothy M. Hale, Michael J. Stern. 2015. „Digital Inequalities and Why They Matter.” Information, Communication & Society 18 (5): 569–582. Dostęp: 2025.02.03. https://www.tandfonline.com/doi/abs/10.1080/1369118X.2015.1012532 DOI: https://doi.org/10.1080/1369118X.2015.1012532

Romrell, Danae, i Lisa C. Kidder, Emma Wood. 2014. „The SAMR Model as a Framework for Evaluating mLearning.” Journal of Asynchronous Learning Networks 18 (2). Dostęp: 2025.02.17. https://files.eric.ed.gov/fulltext/EJ1036281.pdf. DOI: https://doi.org/10.24059/olj.v18i2.435

Sahu, Ankita, i Swati Samantaray, Hajra Siddiqua. 2019. „Cyberspace: A Contemporary Path for Religious Education.” W Smart Intelligent Computing and Applications. Proceedings of the Third International Conference on Smart Computing and Informatics. Red. Suresh Chandra Satapathy, Vikrant Bhateja, J.R. Mohanty i Siba K. Udgata, 155–163. Singapore: Springer Singapore. Dostęp: 2025.02.10. https://doi.org/10.1007/978-981-32-9690-9_16. DOI: https://doi.org/10.1007/978-981-32-9690-9_16

Saikkonen, Loretta, i Meri-Tuulia Kaarakainen. 2021. „Multivariate Analysis of Teachers’ Digital Information Skills: The Importance of Available Resources.” Computers & Education 168: 104206. Dostęp: 2025.02.10. https://doi.org/10.1016/j.compedu.2021.104206. DOI: https://doi.org/10.1016/j.compedu.2021.104206

Sharma, Anu, i Kapil Gandhar, Sameer Sharma, Seema Seema. 2011. „Role of ICT in the Process of Teaching and Learning.” Journal of Education and Practice 2: 1–5. Dostęp: 2025.02.17. https://iiste.org/Journals/index.php/JEP/article/view/489.

Shulman, Lee S. 1986. „Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. Dostęp: 2025.02.03. https://www.jstor.org/stable/24636916. DOI: https://doi.org/10.3102/0013189X015002004

Tseng, Jun-Jie. 2019. „Do EFL Teachers Transform Their Teaching with iPads? A TPACK-SAMR Approach.” W Professional Development in CALL: A Selection of Papers. Red. Christina Nicole Giannikas, Elis Kakoulli Constantinou, Salomi Papadima-Sophocleous, 71–86. Np: Research-publishing.net. Dostęp: 2025.02.03. https://doi.org/10.14705/rpnet.2019.28.871. DOI: https://doi.org/10.14705/rpnet.2019.28.871

Tunjera, Nyarai, i Agnes Chigona. 2020. „Teacher Educators‘ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation.” International Journal of Information and Communication Technology Education 16: 126–140. DOI: https://doi.org/10.4018/IJICTE.2020070110

Van Vaerenewyck, Leah M., i Valerie H. Shinas, Barbara Steckel. 2017. „Sarah’s Story: One Teacher’s Enactment of TPACK+ in a History Classroom.” Literacy Research and Instruction 56 (2): 158–175. Dostęp: 2025.02.17. https://doi.org/10.1080/19388071.2016.1269267. DOI: https://doi.org/10.1080/19388071.2016.1269267

Viinikka, Kaisa, i Martin Ubani, Tuuli Lipiäinen. 2021. „Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of In-Service and Pre-Service Teachers Concerning New Learning Skills.” Religion & Education 49: 1–22. Dostęp: 2025.02.17. https://doi.org/10.1080/15507394.2021.2009304. DOI: https://doi.org/10.1080/15507394.2021.2009304