1 Technology in Release-Time Religious Instruction by Ryan Peterson A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah Dec 12, 2023 Approved Clay L. Rasmussen, Ph.D. Sheryl J. Rushton, Ph.D. Shane Branch, M.B.A 2 Table of Contents Literature Review............................................................................................................................ 5 Technology in Education ............................................................................................................ 5 Growth of Technology............................................................................................................. 5 One-to-One Devices ................................................................................................................ 5 Technology Use in the Classroom ........................................................................................... 6 Negatives of Technology ......................................................................................................... 7 Challenges of Technology in the Classroom ........................................................................... 9 Religious Education .................................................................................................................. 11 Release-Time Religious Education ....................................................................................... 11 Criteria for integrating technology in education ....................................................................... 13 Technologies that meet technological integration criteria ........................................................ 18 Nearpod ................................................................................................................................. 19 Padlet ..................................................................................................................................... 21 Mentimeter............................................................................................................................. 23 Purpose.......................................................................................................................................... 25 Design ........................................................................................................................................... 26 Discussion ..................................................................................................................................... 26 References ..................................................................................................................................... 28 Appendix A: Technology Integration Manual .............................................................................. 42 Appendix B: IRB Approval .......................................................................................................... 75 3 Abstract Technology integration has the potential to enhance teaching and learning, and increase student engagement and collaboration. Integrating new tech in the classrooms can be expensive and difficult for teachers to implement, especially without training. Increasing the amount of technology in the classroom can also bring added challenges to the classroom such as distractions and cheating. To overcome these challenges, teachers must receive adequate training on integrating technology in education. The benefits of successfully integrating technology are not limited to secular education, but can also enhance religious education. Religious educators are in need of training on how to integrate technologies in the classroom. A manual was created to help religious teachers integrate Nearpod, Padlet, and Mentimeter while teaching specific scripture lessons. Each of these technologies have the potential to enhance teaching and learning, and increase student engagement and collaboration, while proving to be accessible, low-cost and easy to use. Keywords: religious education, technology integration, Nearpod, Padlet, Mentimeter 4 Technology in Release-Time Religious Instruction The classroom landscape is evolving as technology becomes increasingly prevalent. The high technological proficiency of those born between 1990 and 2010 has spurred its integration into education (Hashim, 2018). While some technological applications yield positive educational outcomes, others may impede the effectiveness of teaching. Educators are progressively learning to embrace and adapt to technology in their pedagogical practices. Simultaneously, students are growing more dependent on, even addicted to, digital devices. It is noteworthy that the average teenager dedicates seven and a half hours per day to digital technology (Kaiser Family Foundation, 2010). In light of the rapid technological advancements, it is crucial to provide teachers with adequate training to harness technology effectively within the classroom context (Spiteri & Chang, 2020). Concurrently, a substantial number of students are opting for release-time religious classes. These classes are characterized by voluntary enrollment, participation, and completion and are not typically linked to a student's academic future. To enhance the religious study experience and accessibility, scripture apps and online resources are continually being developed. Teachers remain hesitant to employ technology in their classrooms due to a lack of confidence in their technological competencies (Gilakjana, 2013). This issue extends to religious educators, who often receive limited training on technology integration. Many of these educators work in release-time seminary programs affiliated with middle and high schools and play a distinctive role in effectively teaching digitally accessible scriptures. Although the internet offers a multitude of resources for technology integration in secular education, it falls short in the realm 5 of religious education. There exists a critical need for training that guides religious educators in integrating technology into the religious learning environment successfully and appropriately. The primary objective of this project was to develop a curriculum to aid release-time religious teachers in implementing technology effectively within their classrooms. This curriculum consists of lessons that instruct religious educators in the utilization of Nearpod, Padlet, and Mentimeter to enhance their teaching. Literature Review Technology in Education Growth of Technology Technological progress is advancing at a rapid pace, and its impact on education is significant. A substantial number of students enrolled in K-12 education have been raised in a society heavily reliant on technology, necessitating an increase in their technological literacy. This shift is notably attributed to the technological proficiency of Generation Z (Hashim, 2018), the generational cohort born in the mid-1990s to the early 2010s. The accessibility of smartphones among students is also on the rise, with decreasing odds of a student in school not having access to one. In 2019, a staggering 84% of 13-18-year-olds possessed a personal smartphone, marking a 17% increase in teenage smartphone ownership compared to 2015 (Rideout & Robb, 2019). This ubiquity of smartphones underscores the need to leverage technology as an educational tool, considering the tech-savvy nature of the Generation Z population. One-to-One Devices A one-to-one program refers to each student having their own school-issued device for learning. School districts and teachers may wish to mitigate the misuse of technology in the 6 classroom and one-to-one devices could help control how it is used. Schools could place certain controls on devices which only allow students to access material that is pertinent to the learning experience. This could reduce the amount of video watching or social media engagement during class. Problems still exist with one-to-one technology. Laptops are expensive, and if one gets dropped, it is more likely to break than a phone (Soloway, 2013). If the laptop does break, there may not be an immediate replacement for the student (Haselhorst, 2017). Regardless of the cost of purchasing and maintaining one-one devices, school districts are willing to spend the money to provide greater accessibility for education through technology. In a pilot program in Texas, $14.5 million was used to purchase computers and a school district in Arizona spent $33 million on laptops and other technology (Robinson Jr., 2018). While teaching students in a one-to-onedevice school is helpful to accessibility, it is not necessary for teachers to integrate technology. While the acquisition of devices is quite costly, the maintenance and support of these devices can also be costly and time-consuming. Personnel will be needed to upkeep the technology (U.S. Department of Education, 2002). Most warranties of laptops are around 3-5 years. As the operating systems slow down after a few years, schools may need to purchase new devices on a regular basis. With the high costs of purchasing and maintaining devices, it will be difficult to implement one-to-one technology in all schools. Technology Use in the Classroom Technology use is essential for providing students with opportunities to learn to operate in an information age (Bingimlas, 2009). Technology can provide students with a great way to learn more information in class and can allow students to search for sensitive topics they may feel uncomfortable talking about with their teacher or other adults (Teens and Technology, 7 2020). By allowing students to perform a Google search, they are exercising the very muscles that make them smarter (Lehrer, 2010). In 2018, a study encouraged students in higher education to use smartphones in the classroom. A few of the uses consisted of taking notes or photos of notes, recording presentations, sharing homework and materials, and communicating reminders to others in the class (Mammadova, 2018). Another study used two classroom response systems, GoSoapBox and Soctrative, to engage students with multiple-choice and open-ended questions (Wijtmans et al., 2014). Appropriate technology use in the classroom can benefit educational outcomes. Studies show that when technology use is intentional, engagement and interaction within the classroom increase (Gallegos & Nakashima, 2018). Technology is used in the classroom in a variety of ways, for purposes such as meeting adaptive needs, assessing learning, project-based learning, and modeling, to name a few. In a book about integrating technology in the classroom, Boni Hamilton (2022) describes a plethora of methods tailored to specific content areas or outcomes, as well as principles that guide the practices of integrating technology in education. Other enthusiasts published similar resources to provide teachers with technological practices that can be used in the classroom and when technology is used in education it can help level the field of opportunity for learners (U.S. Department of Education, 2017), and is imperative to preparing students for college and careers (Harrell & Bynum, 2018). Negatives of Technology Educators should be mindful of the adverse effects that technology can exert on the learning process. The average teenager sends or receives 3700 texts in a month and 33% of smartphone users go online with phones before getting out of bed (Ives, 2012). This substantial 8 amount of distraction could find its way into the classroom. Moreover, the impact of digital media on the social cognitive development of adolescents warrants attention, highlighting the imperative for educators to instill digital citizenship practices (Ives, 2012). Another notable statistic is the amount of time teenagers spend on digital technology, averaging a significant seven and a half hours daily, in stark contrast to the mere 40 minutes dedicated to homework (Kaiser Family Foundation, 2010; Teens and Technology, 2020). While utilizing technology could potentially enhance teenagers' social cognitive development (Ives, 2012), the overuse of it without appropriate boundaries can have detrimental effects on their overall well-being (Teens and Technology, 2020). It is worth noting that teachers may be discouraged from integrating technology into the classroom due to the potential distractions it introduces and the various ways it facilitates cheating (Using Technology to Cheat, 2009). Furthermore, concerns revolve around the shortened attention span among technology users, who are conditioned to constantly shift their focus (Richtel, 2010). Such distractions hinder technology's effective use in the classroom and may impact a teacher's self-efficacy in technology (Gilakjana, 2013). Research from Korea has revealed that young individuals who spend over six hours daily using smartphones often experience musculoskeletal pain in their necks, shoulders, wrists, and hands (Mustafaoglu, 2021). A 2020 study involving 387 medical students in a Saudi Arabian university reported that around 66% of them exhibited smartphone addiction, and this aligns with findings that adolescents are reporting musculoskeletal disorders linked to electronic devices. The study also concluded that heavy smartphone use correlated with wrist and thumb pain (Baabdullah, 2020). Moreover, the psychological well-being of American adolescents showed a decline between 2012 and 2016, which was found to be less tied to unemployment or increased 9 academic pressure and more linked to heightened electronic communication and reduced nonscreen activities (Twenge et al., 2018). It is worth noting that even many tech industry giants and innovators harbor reservations about providing their own children with these smart devices (Alter, 2018). Challenges of Technology in the Classroom These powerful devices contain the threshold to a myriad of distractions in the classroom. Teachers could experience stress over the use of cell phones in the classroom because of the distractions they can cause. Those same teachers who understand the capabilities and opportunities of such powerful devices also understand the distraction and misuse (O’Bannon & Thomas, 2013). Cell phones open the door for students to write and send text messages, pictures, and videos which can become a major distraction not just for the student possessing the phone, but for other students in the classroom, which can lead to disciplinary issues (Gore, 2010). Those pictures can also include pictures of answers to tests, quizzes, or other assignments. When a teacher turns her back, a student can, within seconds, snap a picture and send it to another person who then has the correct answers (East, 2007). Implementing technology in the classroom takes teachers away from the lesson, as they then need to focus more time on managing and controlling the distracting or distracted behaviors on devices (Murray & Olcese, 2011). A cell phone rings, or a video autoplays, and the attention of the class is broken. Although cell phones are seen in this negative light, cheating, bullying, and distraction will, to a degree, always find their way into the classroom regardless of phones being present. 10 Not only are the teachers perceiving the distractions of a cell phone in the hands of a student, but students have the perception that their peers are using phones in distracting ways, such as texting friends, using social media, surfing the web, and using them in the middle of exams (Synnott, 2018). As Synnott suggested, these misperceptions could lead students to justify the use of their own cell phones as they feel liberated by their peers. These findings suggest that teachers can do more in a classroom to help students and themselves change the perceptions of technology in the classroom. Research on primary teachers’ use of technology in the classroom narrowed down 4 factors that influence a teacher’s integration of digital technology: teacher’s attitudes, knowledge, skills, and school culture (Spiteri & Chang, 2020). Some teachers do not use it in the classroom because they are not confident in their skills in using the technology (Gilakjana, 2013; Lynch, 2021). More needs to be done to teach and train teachers in a way that they can confidently utilize technology. Despite the potential effectiveness of using cell phones in the classroom, if a teacher lacks the knowledge of how to utilize them, it can lead to an entirely different outcome. Students may get the feeling that the technology is not effective in learning, or they may lose interest as the teacher is taking an awkward moment to figure it out. This in and of itself can be a distraction. Teachers have seen the inappropriate use of technology, particularly mobile phones, in ways of cheating, sexting, piracy, and distraction (Fernandez, 2018; Thomas & Muñoz, 2016; Using Technology to Cheat, 2009). Amidst the array of advantages and drawbacks linked to technology integration, several studies have underscored prevalent barriers affecting teachers' attitudes and incorporation of technology within the classroom. Teachers lack time and knowledge of the technology and do not receive the proper training, access, and technical support (Raja & Nagasubramani, 2018). 11 Another factor is the perceived complexity of integrating technology in the classroom (Lawrence, 2018). It is essential for both students and teachers to perceive technology in the classroom as a valuable resource rather than a potential distraction (Proszek, 2019). Research strongly suggests that teachers should actively develop their professional expertise in technological competence to effectively leverage the opportunities presented by the technology students bring into the learning environment (Siani, 2017; Beckingham & Nerantzi, 2015). Efforts made by districts and universities are aiming to better equip teachers in educational technology. The president of the Journal of Digital Learning in Teacher Education highlighted the critical importance of assessing the effective use of technology in education, emphasizing the need for proper modeling and best practices (Trust, 2018). Religious Education Religious education, in this context, pertains to confessional religious education, where students receive instruction aligned with a specific religious tradition rather than a curriculum that encompasses various world religions. According to the U.S. Department of Education (2020), during the 2019-20 academic year, the United States counted approximately 30,000 private schools, with slightly over 20,000 of them representing diverse religious orientations. Among these institutions, Roman Catholic schools were the most numerous, totaling 6,449, followed by unspecified Christian schools with 4,451 schools. In aggregate, these 30,000 schools employed 325,000 full-time equivalent teachers to educate over 3.5 million students. Release-Time Religious Education A large number of students participate in religious classes during the course of their highschool education. These classes can take place before or after school, or during school hours as release-time. A release-time program refers to the arrangement in which local public school 12 boards grant permission for students to leave their regular classes before the school day concludes to receive religious instruction. Various release-time programs throughout America offer students the opportunity to be released from school during class hours to receive religious instruction. In 2013, it was estimated that between 250,000 to 500,000 students in America enrolled for release-time education classes, with Catholic, Hindu, Jewish, Latter-Day Saints, Muslim, and Protestant religions represented (Swezey & Schultz, 2013). High school students opt to attend release-time religious classes for a multitude of motivations, ranging from a desire to connect with diety, to external factors such as peer or parental influence. Some students may seek temporary respite from the regular school routine or relish the social camaraderie these classes can offer. These non-compulsory classes are open to any student, as long as parents permit. Furthermore, parents may withdraw their child at any time, and failure to receive credit for the release-time course has no impact on the student’s secular transcript. The utilization of technology to access holy writ has increased dramatically over the past decade. In 2011, 37% of individuals accessing the Bible did so through a computer, with 18% employing a mobile device. However, by 2017, these numbers had significantly increased, with 55% of Bible users resorting to computers and 53% utilizing mobile devices for accessing the Bible (Barna, 2017). These advancements have enhanced the ability to access the scriptures, annotate them, and to record spiritual thoughts and impressions. Educators, regardless of whether they teach in secular or religious contexts, stand to gain valuable insights from training programs focused on technology integration in the classroom. In select school districts, conferences are organized to furnish teachers with the necessary skills for effectively incorporating up-to-date technology into their teaching practices. While public school 13 teachers receive resources to boost their confidence and knowledge regarding technology integration (U.S. Department of Education, 2017), the same cannot be said for religious educators, marking a noticeable divergence in trends. Criteria for integrating technology in education While technology has been seen as both beneficial and stifling to education, literature suggests certain criteria that can help teachers utilize technology in appropriate and effective ways. These elements include, accessibility and price, ease of use, enhanced and transformed teaching and learning, and student engagement and collaboration. The first two elements assist more with the acquisition of the technology, while the latter two assist in what technology should do once acquired and implemented properly. In a systematic review of 365 papers published from 2015-2017, Lai and Bower (2019) looked for themes of how technology was evaluated and each of the elements above were represented in some form. In addition, Carver (2016) explained that the impact of technology integration is determined by how the teachers use it, and not simply the acquisition of it. Simply placing technology in the classroom does not improve student achievement (Harrell & Bynum, 2018). Across a plethora of studies, two factors that were found to stifle the usage of technology in the classroom, are accessibility and price. In a 2019 study of 76 preservice teachers and their perceptions on barriers to technology use in education, 96% mentioned price or budget as a major barrier (Dinc, 2019). Price is not only a barrier to the individual teacher, but also to institutions and school districts finding it difficult to keep up with the current technology with a finite budget (Crittenden et al., 2019; Silviyanti & Yusuf, 2015). Researching, purchasing, training and maintaining technology in schools can be costly. In the year prior to the Covid-19 pandemic, the United States spent between $26 billion and $46 14 billion (EdTech Evidence Exchange, 2021). If averaged across the roughly thirteen thousand districts (Riser-Kositsky, 2019), that would be between $2 million and $3.5 million per school district. Furthermore, if school districts do not provide the necessary ed tech resources, many teachers pay using their own money (Fittes, 2022). The education technology vendors have reported an increase in 6.4% from 2010 to 2013, raking in $2.4 billion (Richards & Struminger, 2013, as cited in Delgado et al., 2015). With the rise technology costs comes the need to look for ways to help school districts save money while still reaping the benefits of technology in education. (Technology for Education Consortium, 2017). Accessibility refers to the ability that teachers and students have to access the implemented technology. These means can be computers, laptops, Chromebooks, Ipads, tablets, or smartphones, whether issued by a company, institution or personally owned. A 2016 study of K-12 teachers and their perceptions on technology integration discovered that a majority of teachers perceived the most common barrier to be the availability of technology (Carver, 2016). In addition to accibilitiy and price, it is imperative for technology to be simple enough to use, or at least, perceived as easy to use, in order for a teacher to intend using it in education. The technology acceptance model, published in 1989, which is still referenced among today’s scholars today, taught that the two factors that influence a technology to be accepted are the potential user’s perceived usefulness and ease of use (Davis 1985). Since then, studies have shown a correlation between teachers’ perceptions on how easy technology use is, and their intention or desire to use it (Jeung, 2014; Ma et al., 2005; Rashid et al., 2021; Teo, 2011; Kumar et al., 2008). 15 In a study cited by Dinc (2019), it was found that about 75% of teachers expressed challenges in utilizing technology effectively, primarily due to factors such as insufficient confidence, knowledge, and comfort in technology usage. Harrell and Bynum (2018) conducted a comprehensive review of various studies exploring the influence of self-efficacy, which pertains to an individual's belief in their ability to perform a particular task, on technology integration. This underscores the importance of not only making technology user-friendly but also ensuring that educators perceive it as such. In conjunction with the importance of user-friendly technology, it is crucial that support services are readily accessible and convenient to assist teachers in adopting technology, particularly during initial usage (Goh & Sigala, 2020). When support or training is unclear or unavailable, it becomes a significant obstacle to effective technology utilization (Silviyanti & Yusuf, 2015). While the first two criteria describe an element of the technology itself, the latter criteria describe how the technology integration can affect teaching and learning outcomes. One of those outcomes is that the technology can enhance or transform teaching and learning. In the aforementioned systematic review by Lai and Bower (2019), it was revealed that the primary focus of evaluating technology integration was on learning outcomes and achieved learning. This study underscores technology's potential to enhance learning outcomes and the critical need to ensure that classroom technology aligns with the goals of improving teaching and learning. For instance, a study conducted in a high school physics class, which incorporated technologyenabled active learning, not only demonstrated positive effects on test results but also led to increased student interest in attending class and participating in extracurricular science activities (Shieh, 2012). Six years later, Raja and Nagasubramani (2018) identified four distinct roles that 16 technology can play in education, including its incorporation into the curriculum, its role as an instructional delivery system, its support for teaching, and its enhancement of the overall learning process. Numerous models highlight the potential of technology to augment the learning experience. The RAT model, developed in 1998, categorizes technology in pedagogy into three areas, one of which is amplification. Amplification aims to increase the productivity, effectiveness, or efficiency of non-digital pedagogical practices (Hughes, 2023). For example, using a digital platform for quizzes can provide instant feedback to both teachers and students, eliminating the need for manual data collection using index cards and addressing issues related to poor penmanship. Similarly, the SAMR model, which stands for Substitution, Augmentation, Modification, and Redefinition, assists educators in evaluating the effectiveness of technology use. While the term "enhancement" is not explicitly mentioned within the four levels of the taxonomy, these levels are categorized into two groups, with described as "Enhancement" (Puentendura, 2010). As teachers integrate technology into the classroom, it should ideally lead students to enhance higher-order thinking skills and problem-solving abilities (Pilgrim, 2012). While technology use offers numerous advantages for teaching and learning, it is essential to emphasize the critical components of technology integration that not only enhance the learning experience but have the potential to redefine it (Trust, 2018). The U.S. Department of Education has outlined key aspects of technology, affirming its potential for transformative learning: Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to 17 learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners (U.S. Department of Education, 2017). Technological models provide evidence of the transformative influence technology can, and should, have on education. For the past few decades models of technology integration include elements acknowledging this transformative influence. Puentendura’s (2010) SAMR model implies that technology can be used to redefine learning. Redefinition, similar to transformation, is to allow significant or inconceivable improvement in education using technology (Winkelman, 2023). Other models explain the same outcome but use the term “transformation”. The well-known RAT model and the TIM model include “transformation” as a significant level of technology integration (Hughes 2023; Read, 2022; Winkelman, 2023). Remarkably, these models that acknowledge technology's role in transforming learning continue to be actively utilized in contemporary educational research. The potential for transformational learning in the classroom knows no bounds, with possibilities ranging from interactive engagement facilitated by in-class polling platforms, digital simulations, gamification, virtual reality, and beyond (Crittenden, 2019). Technology enables students to explore sensitive subjects they may be hesitant to discuss with their teachers or other adults (Teens and Technology, 2020). This task, made feasible through technology, contributes to fostering transformation in the learning process. The last criteria for integrating technology in the classroom is that the technology can assist in increasing student engagement and collaboration. Collaboration possesses the potential to enhance interaction, foster an understanding of diverse perspectives, and ultimately promote deeper learning (Center for Teaching Innovation, 2023). In a systematic review of journal 18 publications, Fu and Hwang (2018) investigated the trends in mobile-technology-supported collaborative learning from 2007 to 2016. The research yielded the following conclusion: The educational affordances of mobile collaborative learning are demonstrated in this study, such as supporting ubiquitous learning, guiding by diverse cooperative strategies, more interpersonal social interaction, facilitating context-based learning, cultivating selfregulated learning and self-reflection, and fostering cross-cultural interaction. Thus, this study demonstrates that, compared to internet-based learning, mobile-based collaborative learning is better able to serve as cognitive, metacognitive, and epistemological tools for students' understanding and conception transformation (Fu & Hwang, 2018). Furthermore, Information Communication Technologies (ICT) enable interaction and cooperation among teachers and students (Raja & Nagasubramani, 2018). Researchers and educators from various countries confirm that technology use in learning fosters collaboration and engagement (Tran et al., 2019; Carver, 2016). This aligns with the findings of Lai and Bower (2019), who identified numerous studies conducted over the past decade that evaluated technology integration in relation to engagement and collaboration. Technologies that meet technological integration criteria Over the course of several decades, numerous individuals and companies have created programs that meet some or all technological integration criteria: accessibility and price, ease of use, enhance and transforms teaching and learning, and increases student engagement and collaboration. Among these programs are Nearpod, Padlet, Google Jamboard, Mentimeter, Kahoot!, Gimkit, Blooket, Flipgrid, Canvas, and many more. The adoption of these programs among educators is on the rise. For instance, the number of teachers using Nearpod has grown to nearly 42,000 (Nearpod, 2023a). In 2021, a manager of innovation and learning for the 19 Professional Learning team at NWEA, Kathy Dyer, provided teachers with 75 tools and apps to assist formative assessment (Dyer, 2021). An extensive three-year study conducted by a group of 25 researchers and educators evaluated various digital tools. Among the tools viewed as most effective were Nearpod and Padlet (Tran et al., 2019). Literature on these two technologies along with Mentimeter demonstraties their ability to enhanced learning, engagement and collaboration, while meeting the needs of ease of use, and also accessibility and price. Nearpod Nearpod provides teachers the ability to create interactive lessons, videos, games, and activities, as part of the learning process. As compared to other replacement strategies, Nearpod offers the ability to display slides, quotes, videos, and discussion questions digitally. Nearpod can increase the effectiveness of displaying content due to the fact that each student can view the slides on their device. This feature can make content more accessible for students who struggle to see or hear the material. Nearpod can help transform teaching as student-paced lessons can provide a better opportunity for students to learn at their own pace, while the teacher can monitor how the students are doing, and still be in control of the learning environment. Nearpod offers three different licenses for individual educators: silver, gold and platinum. The Silver license is free and provides educators with 100 mb of storage with up to 40 students joining a Nearpod Lesson (Nearpod, 2023a). While the free version of Nearpod is sufficient for many teachers, the paid licensing is still inexpensive (Sarginson & McPherson, 2021).Teachers do not need any additional software to access, create or present with Nearpod, other than a laptop, and an Internet connection (Ashe, 2023). Students simply need a mobile or computing device to participate (McClean & Crow, 2017). No accounts or additional software are required by the students (Nearpod, 2023b). In one study, teachers were more likely to use a software if it 20 contained templates to use as a starting point, and Nearpod is such a software that matches that criteria (Zakrzewski & Newton, 2022). Nearpod has been consistently lauded by users and researchers for its user-friendly attributes, with reports indicating ease in creating, delivering, and reviewing results (Ashe, 2023; Zakrzewski & Newton, 2022). Burton (2019) has asserted that Nearpod's ease of use is on par with that of other conventional slideshow presentation platforms. Additionally, various studies have indicated that students also find Nearpod to be straightforward and user-friendly (McClean & Crow, 2017). Nearpod helps facilitate active learning in the classroom and minimizes off-task activities (Hakami, 2020; Gallegos & Nakashima, 2018). In a study on the effectiveness of Nearpod compared to Powerpoint, Lowry-Brock (2016) found benefit in the students being able to access the content on their devices rather than on the screen in the front of the classroom. Another benefit of using Nearpod is to allow anonymity when students respond, to encourage participation of those who do not want to be noticed or singled out in front of the whole class (Burton, 2019). Through the last decade Nearpod has shown positive effects on the engagement of college and K-12 education (Perez, 2017; Ryan, 2017; Wang & Chia, 2022; Boyle & Kennedy, 2019; Burton, 2019) One particular study sought to discover how Nearpod could provide better engagement than what was experienced in online classes, and found that Nearpod was effective in doing so (Weningtyas, 2023). Nearpod provides teachers with the potential to engage learners regardless of the class size. For instance, McClean and Crowe (2017) performed a study of the effect of Nearpod on large classroom sizes and discovered positive results in engaged learning. Four years later, 21 Buttrey (2021) found similar results of increases in student engagement when Nearpod was implemented. In addition to engagement levels increasing, Nearpod can facilitate collaboration through the learning experience (Hakami, 2020). Padlet A Padlet is a practical (Jong & Tan, 2021) online discussion board that allows students to post content through text, picture, videos, drawings and much more, providing an interactive and collaborative learning experience. Teachers and students commonly enjoy the benefits of using Padlet in classroom instruction (Indrasari, 2019; Suryani & Daulay, 2022). Padlet offers a variety of subscriptions ranging from $6 to $15 a month and also offers a limited free version, allowing up to 3 padlets to be in a user’s library (Padlet, 2023). The free version could be sufficient for many teachers in the sense that once the limit is reached, they can simply delete a padlet and then create a new one (Staake, 2021). With Padlet, students can access a discussion board, post initial content, engage in discussions, and like, grade, or vote on posts through a direct link or code, all without the need for logging in (Shuker & Burton, 2021; Tran et al., 2019). Padlet has established itself as a user-friendly platform for both educators and students. In a study involving 70 teachers, 91% of the participants agreed that Padlet is easy to use, and all others remained neutral (Jong & Tan, 2021). Jill Staake (2021), who has experience in both middle and high school classes, emphasized ease of use as one of the best components of Padlet. Padlet holds the potential to enhance and transform the learning process. It empowers all students to simultaneously pose questions and collectively determine the most significant ones through voting. Transformation is further enabled when Padlet is utilized as a tool for students to actively participate in shaping the learning experience. For instance, students can contribute visual content like images and videos to explain complex concepts within a lesson. Evidence 22 from a study involving fifteen undergraduate students revealed that Padlet played a role in enhancing critical thinking skills (Arouri et al., 2023). In a 2019 study conducted in a linguistics class, it was reported that 78% of students expressed enthusiasm for using Padlet in class, and they found the platform to be instrumental in their understanding of the course material (Anwar, 2019). Through Padlet, educators can more effectively collect and address students' questions while promptly identifying the most pertinent ones for the entire class. In addition, students can provide responses to their peers' questions in a lower-risk environment, reducing concerns about spelling errors, illegible handwriting, or the disclosure of the commenter's identity. Researchers have emphasized that Padlet has the capacity to enhance the teaching and learning process within the classroom (Koc S. & Koc, E., 2016). In a 2021 study, 27 students were surveyed after a 3-credit course, which frequently used Padlet for learning and assessments. While not as effective with assessments, a few of the features, including collaboration, facilitated an increased result in student engagement (Nadeem, 2021). These collaborative experiences can encourage reflction and foster flexibility in learning (Beltrán-Martín, 2019). This is consistent with other studies that have found increased student engagement from integrating Padlet in the learning process (Zainuddin et al., 2020). A 2022 study, involving 102 students in a Senior High School biology class, found that the use of padlet was more effective in enhancing students’ engagement, participation and collaboration than a conventional lecture-based instructional group (Baidoo & Annan, 2022). These students also had a very positive perception of padlet motivating them to interact with their classmates (Baidoo & Annan, 2022). 23 Mentimeter Mentimeter is another slide based program that allows teachers to present information as well as facilitate discussion and interaction. Educators can utilize Mentimeter to craft slides for content presentation, solicit responses through polls, open-ended queries, or word clouds. In addition, each presentation affords students the opportunity to pose questions and collectively determine which questions they would like to see answered. A free account option is available to teachers, although limited to three slides per presentation. The design of mentimeter.com is simple to help facilitate engagement smoothly. Mentimeter can provide opportunities for enhanced or transformed learning in a variety of learning experiences. With its slide presentation style, Mentimeter can replace printed quotes by displaying them on a slide. A teacher can assess how well a concept is being understood by using polls or multiple-choice questions. The real-time results provided after students anonymously respond allow for quick assessment. Furthermore, transformation emerges as students share open-ended reflections on their learning experiences. Teachers have the ability to exhibit all responses simultaneously or spotlight individual contributions for in-depth discussion. In addition to a free account, Mentimeter offeres a basic account for $12 a month and a pro account for $25 a month. Mentimeter does not require extra hardware in addition to a laptop and projector for the teacher to use, and a digital device for students (Rudolph, 2018). Another convenient feature is that students do not need an account to participate, increasing accessibility to all with internet access (Mentimeter, 2023). Studies show that Mentimeter is easy to use for students (Rudolph, 2018; Vallely & Gibson, 2018; Hill & Fielden, 2017) as well as for teachers, who can quickly create slides (Vallely & Gibson, 2018). Teachers can easily share a direct link, or QR code, created by 24 mentimeter, that gives direct access to the interactive presentation. Students may also join by typing a seven digit join code on menti.com (Mentimeter, 2023). One examination involving 400 college students highlighted the positive impact of Mentimeter on student involvement in both synchronous and asynchronous online learning. This study revealed that Mentimeter not only increased student attention but also fostered collaborative learning and engagement (Pichardo et al., 2021). Furthermore, Mentimeter has demonstrated effectiveness in enhancing writing vocabulary (Wong & Yunus, 2020) and boosting student motivation (Madiseh et al., 2022). Mentimeter offers a distinctive feature that facilitates a transformative learning experience by aggregating input from all students and generating real-time word clouds that emphasize the most prevalent ideas in larger fonts (Rudolph, 2018). Additionally, Mentimeter has the capacity to provide instantaneous feedback while ensuring anonymity (Rudolph, 2018; Madiseh et al., 2022). In a study conducted by Hill and Fielden (2017), university students employed Mentimeter to partake in quizzes, enabling the lecturer to promptly gauge student progress. Even prior to the COVID-19 Pandemic, Mentimeter had been used to promote engagement and to enhance the teaching and learning experience (Vallely & Gibson, 2018; Mayhew, 2019). A study involving 204 students using Mentimeter found that 74% of them perceived the platform as fostering a sense of belonging among their peers (Mayhew et al., 2020). Research has consistently shown that Mentimeter is effective in soliciting opinions, encouraging discussions, and enabling students to express their concerns and questions (Vallely & Gibson, 2018). Madiseh et al. (2022) also highlights that Mentimeter effectively facilitates active participation and engagement for students. 25 Mentimeter serves as a valuable tool in rendering lectures more interactive and captivating (Rudolph, 2018). Mentimeter allows anonymous participation and engagement where thoughts, feelings and knowledge can be shared with the group (Little, 2016), minimizing a judgmental environment (Vallely & Gibson, 2018). This is especially advantageous in classrooms with diverse student populations, ensuring that all voices are given the opportunity to be heard (Hill & Fielden, 2017). Purpose Technology, when used appropriately, has great potential to provide variety, augment, and transform teaching and learning. Similar enhancements and benefits can take place within religious education, however many religious educators lack the time and training to competently implement the technology in effective ways. With the proper technology tools and training, religious educators can provide a more robust and meaningful instruction. While there are many pre-made activities for secular teachers to choose from, there are few templates for religious educators to get started. These religious teachers can benefit from a guidebook that could assist them in appropriately using Nearpod, Padlet, and Mentimeter in a religious class. For this project, I created a manual that could help religious educators integrate technology that meets the four criteria: accessible and price, easy to use, enhances and transforms teaching and learning, and increases student engagement and collaboration. The outcomes of the manual are, first, to introduce religious educators to Nearpod, Padlet, and Mentimeter. Second, introduce unique features of each technology in each lesson. Third, provide step-by-step instructions for integrating the technology into a learning activity for specific scriptures. Fourth, to help teachers better understand and be more intentional about integrating technology into their current and future teaching opportunities. 26 Design The manual consists of 9 technology integration lessons, which can help teachers to use either Nearpod, Padlet, or Mentimeter within a learning experience. Each of the lessons highlight different features of the three technologies to increase versatility in the classroom. Each lesson provides teachers instructions on how to use the tools to integrate technology for a given scripture block. Three lessons have been given for each technology. The manual is a PDF that teachers can view digitally or print. Included at the beginning of the manual is instructions on how to set up an account for each of the platforms. Each lesson includes the following: outcomes of the technological integration, materials needed, setup instructions, and implementation instructions. The manual was reviewed by 3 religious educators, who have provided general feedback on clarity and organization of the manual. Furthermore, the reviewers provided thoughts on how they feel the manual helps teachers use technology that meets the four critiera: accessible and low cost, easy to use, enhances and transforms teaching and learning, and increases student engagement and collaboration. The feedback was used to make necessary changes to the manual. Discussion The manual was reviewed by three religious educators with various technological skills. Reviewer #1 considered himself to be “tech savvy”, while reviewer #3 claimed he was “not very technologically savvy”. Reviewer #2 is an average technology user, with some previous experience using Mentimeter and Padlet. Each reviewer provided feedback regarding the clarity and organization of the manual, suggesting a few grammatical and spelling adjustments. A few steps in the manual were adjusted to eliminate some confusion that the reviewers experienced. The biggest changes made to the manual stemmed from Reviewer #1’s suggestion to give 27 teachers a taste of what the final product can look like, to increase a teacher’s desire to use the specific technology. To accomodate for this suggestion, a link was created under each “feature/outcome” heading that will let a teacher see an example of what the finished product will look like. In considering the four criteria, each reviewer agreed that the manual: is accessible, easy to use, enhances teaching and learning, and increases engagement and collaboration. One reviewer said he was surprised at how easy and efficient it was to create simple activities that enhance learning, and another reviewer explained that the images and step by step instructions will allow those who are not tech savvy to successfully implement the technology. Overall, all reviewers expressed excitement and motivation in using the manual. Reviewer #2 requested a permanent copy of the manual when it is finished and reviewer #3 claimed that the manual instilled confidence in his desire to implement more technology in the future. Reviewer #1 and #3 liked how the lessons were set up in such a simple way that they could quickly adjust the technology implementation to other blocks of scripture. 28 References Alter, A. (2018). Irresistible: the rise of addictive technology and the business of keeping us hooked. Penguin Press. https://www.google.com/books/edition/Irresistible/uRyMDAAAQBAJ?hl=en&gbpv=1 Anwar, C., Nugroho, K. Y., & Nurhamidah, I. (2019). Students' Perception at the Use of Padlet in Linguistics Class. NOTION: Journal of Linguistics, Literature, and Culture, 1(1), 35-41. Arouri, Y. M., Hamaidi, D. A., Al-Kaabi, A. F., Al Attiyah, A. A., & ElKhouly, M. M. (2023). Undergraduate Students’ Perceptions on the Use of Padlet as an Educational Tool for an Academic Engagement: Qualitative Study. International Journal of Emerging Technologies in Learning (Online), 18(10), 86. Ashe Jr, T. (2023). Language Software Review: Harnessing the Power of NearPod. Language Education and Technology, 3(1). Baabdullah, A., Bokhary, D., Kabli, Y., Saggaf, O., Daiwali, M., & Hamdi, A. (2020). The association between smartphone addiction and thumb/wrist pain: A cross-sectional study. Medicine (Baltimore). 99. https://doi.org/10.1097/MD.0000000000019124 Baidoo, M., Ameyaw, Y., & Annan, J. N. (2022). Efficacy of Padlet instructional tool on students’ engagement and perception in the teaching and learning of some ecological concept. International Journal of Sciences, 11(04). Barna. (2017,April 04). State of the Bible 2017: Top Findings. https://www.barna.com/research/state-bible-2017-top-findings/ Beckingham, S., & Nerantzi, C. (2015). Scaling-up open CPD for teachers in higher education using a snowballing approach. Journal of Perspectives in Applied Academic Practices, 3(1), 109-121. 29 Beltrán-Martín, I. (2019, July). Using Padlet for collaborative learning. In HEAD'19. 5th international conference on higher education advances (pp. 201-211). Editorial Universitat Politècnica de València. Bingimlas, K. A. (2009) Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of Mathematics, Science & Technology Education 5(3), 235-245. https://www.researchgate.net/publication/228352980_Barriers_to_the_Successful_Integr ation_of_ICT_in_Teaching_and_Learning_Environments_A_Review_of_the_Literature Boyle, J. R., & Kennedy, M. J. (2019). Innovations in classroom technology for students with disabilities. Intervention in school and clinic, 55(2), 67-70. Burton, R. (2019). A review of Nearpod–an interactive tool for student engagement. Journal of Applied Learning and Teaching, 2(2), 95-97. Buttrey, K. (2021). Inclusion, engagement, and Nearpod: Providing a digital alternative to traditional instruction. Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children, 8(1), 2. Carver, L. B. (2016). Teacher perception of barriers and benefits in K-12 technology usage. Turkish Online Journal of Educational Technology-TOJET, 15(1), 110-116. Center for Teaching Innovation. (2023) Collaborative learning. https://teaching.cornell.edu/teaching-resources/active-collaborativelearning/collaborative-learning Crittenden, W. F., Biel, I. K., & Lovely III, W. A. (2019). Embracing digitalization: Student learning and new technologies. Journal of marketing education, 41(1), 5-14. 30 Davis, F. D. (1985). A technology acceptance model for empirically testing new end-user information systems: Theory and results (Doctoral dissertation, Massachusetts Institute of Technology). Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in k-12 classrooms. Journal of Information Technology Education, 14. Dinc, E. (2019). Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education . Contemporary Educational Technology , 10 (4). DOI: 10.30935/cet.634187 Dyer, K. (2021, August 24). 75 digital tools and apps teachers can use to support formative assessment in the classroom. NWEA The education blog. https://www.nwea.org/blog/2021/75-digital-tools-apps-teachers-use-to-supportclassroom-formative-assessment/ East, G. (2007, Nov 11). High school students misusing cell phones harassment, cheating on tests cited: [Central Broward edition]. South Florida Sun - Sentinel Retrieved from https://hal.weber.edu/login?url=https://www-proquestcom.hal.weber.edu/newspapers/high-school-students-misusing-cellphones/docview/387679933/se-2?accountid=14940 EdTech Evidence Exchange. (2021, June 9). U.S. K-12 Public education technology spending Fernandez, S. (2018). University student’s perspectives on using cell phones in classrooms - are they dialing up disaster? The Turkish Online Journal of Educational Technology. 17(1). https://files.eric.ed.gov/fulltext/EJ1165729.pdf 31 Fittes, E. (2022, February 2). Teachers are paying for ed tech out of their own pockets, survey finds EdWeek Market Brief. https://marketbrief.edweek.org/marketplace-k-12/teacherspaying-ed-tech-pockets-survey-finds/ Fu, Q. K., & Hwang, G. J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers & Education, 119, 129-143. Gallegos, C., & Nakashima, H. (2018). Mobile devices: a distraction, or a useful tool to engage nursing students?. Journal of Nursing Education, 57(3), 170-173. Gilakjana, A. P. (2013) Factors contributing to teachers’ use of computer technology in the classroom (EJ1053908). ERIC. https://files.eric.ed.gov/fulltext/EJ1053908.pdf Goh, E., & Sigala, M. (2020). Integrating information & communication technologies (ICT) into the classroom instruction: Teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2). https://doi.org/10.1080/15313220.2020.1740636 Gore, L. (2010). Relationship between High School students' use of cell phones and iPods and their effect on classroom grades. [OTS Master’s Level Projects & Papers]. ODU Digital Commons. https://digitalcommons.odu.edu/cgi/viewcontent.cgi?article=1041&context=ots_masters_ projects Guenaga, M., Mentxaka, I., Eguiluz, A., Romero, S., & Zubia, J. G. (2012). Smartphones and teenagers, threat or opportunity. Paper presented at the 1-5. https://doi.org/10.1109/ICL.2012.6402203 32 Hakami, M. (2020). Using Nearpod as a tool to promote active learning in higher education in a BYOD learning environment. Journal of Education and Learning, 9(1), 119-126. Hamilton, B. (2022). Integrating technology in the classroom: Tools to meet the needs of every student. International Society for Technology in Education. Harrell, S., & Bynum, Y. (2018). Factors affecting technology integration in the classroom. Alabama Journal of Educational Leadership, 5, 12-18. Haselhorst, C. (2017). One-to-one chromebooks: Instructional tool implementation and the effects on student engagement (Order No. 10278485). Available from Publicly Available Content Database. (1934117238). Retrieved from https://hal.weber.edu/login?url=https://www-proquest-com.hal.weber.edu/dissertationstheses/one-chromebooks-instructional-tool-implementation/docview/1934117238/se2?accountid=14940 Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 1(2), https://doi.org/10.24036/002za0002 Hill, D. L., & Fielden, K. (2017). Using Mentimeter to promote student engagement and inclusion. https://www.cumbria.ac.uk/about/events/university-events/carlisle---fusehillstreet/pedagogy-in-practice-seminar.php Hughes, J. (2023). Replacement, Amplification, and Transformation: The R.A.T. Model. Tech Edges. Retrieved August 8, 2023, from https://techedges.org/r-a-t-model/ Indrasari, N. (2019, November). Padlet as an Alternative Learning Journal in Listening Class. In The 2nd International Conference on English Language Teaching and Learning (2nd ICON-ELTL) (Vol. 16). 33 Ives, E. A. (2012) iGeneration: The social cognitive effects of digital technology on teenagers (Publication No. ED543278) [Masters thesis, Dominican University of California] ERIC. https://files.eric.ed.gov/fulltext/ED543278.pdf Jeung, H. H. (2014). Understanding teachers’ continuance intentions towards distance training program: An Extension of technology acceptance model. Journal of Lifelong Learning Society, 10(2), 229–262. Jong, B., & Tan, K. H. (2021). Using Padlet as a Technological Tool for Assessment of Students' Writing Skills in Online Classroom Settings. International Journal of Education and Practice, 9(2). Kaiser Family Foundation. (2010) Daily Media Use Among Children and Teens Up Dramatically From Five Years Ago. Kaiser Family Foundation. https://www.kff.org/racial-equity-andhealth-policy/press-release/daily-media-use-among-children-and-teens-up-dramaticallyfrom-five-years-ago/ Koc, S., Wirth, F., & Koc, E. S. (2016). APPS AND WEB TOOLS TO ENHANCE YOUR CLASSROOM. In EDULEARN16 Proceedings (pp. 3553-3557). IATED. Kumar, N., Rose, R. C., & D’Silva, J. L. (2008). Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4), 603-616. Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42. Lawrence, J.E., & Tar, U.A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105 https://doi.org/10.1080/09523987.2018.1439712 34 Little, C. (2016) ‘Technological Review: Mentimeter Smartphone Student Response System. Compass, Journal of Learning and Teaching, 9(13), 64-66. https://journals.gre.ac.uk/index.php/compass/article/view/328 Lehrer, J. (2010, June 3) Our cluttered minds The New York Times. https://www.nytimes.com/2010/06/06/books/review/Lehrer-t.html Lowry-Brock, M. R. (2016). The effect of using Nearpod as a tool of active learning in the high school science classroom. Lynch, M. (December 30, 2021). Why are some educators still reluctant to use technology in the classroom?. The tech advocate. Retrieved August 26, 2023, from https://www.thetechedvocate.org/why-are-some-educators-still-reluctant-to-usetechnology-in-the-classroom/ Ma, W. W. K., Andersson, R., & Streith, K. O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of computer assisted learning, 21(6), 387-395. Madiseh, F. R., Al Abri, A., & Sobhanifar, H. (2022). Integration of mentimeter into the classroom: A scoping review. https://doi.org/10.21203/rs.3.rs-1339347/v1 Mammadova, T. (2018). Smartphones and their role in the modern classroom. Revue internationale des technologies en pédagogie universitaire/International Journal of Technologies in Higher Education, 15(2), 5-14. Mayhew, E. (2019). No longer a silent partner: How mentimeter can enhance teaching and learning within political science. Routledge. https://doi.org/10.1080/15512169.2018.1538882 35 Mayhew, E., Davies, M., Millmore, A., Thompson, L., & Pena, A. (2020). The impact of audience response platform Mentimeter on the student and staff learning experience. Research in Learning Technology, 28. McClean, S., & Crowe, W. (2017). Making room for interactivity: using the cloud-based audience response system Nearpod to enhance engagement in lectures. FEMS microbiology letters, 364(6), fnx052. McGowan, S. (2012). Obstacle or opportunity? Digital thresholds in professional development. The Journal of Faculty Development, 26(3), 25-28. Mentimeter (2023) Mentimeter - Features. https://www.mentimeter.com/features Morelli, M., Bianchi, D., Baiocco, R., Pezzuti, L., & Chirumbolo, A. (2017). Sexting behaviors and cyber pornography addiction among adolescents: The moderating role of alcohol consumption. Sexuality Research & Social Policy, 14(2). http://dx.doi.org.hal.weber.edu:2200/10.1007/s13178-016-0234-0 Murray, O., & Olcese, N. (2011). Teaching and learning with iPads, Ready or Not? TechTrends: Linking Research & Practice to Improve Learning, 55(6). https://doiorg.hal.weber.edu/10.1007/s11528-011-0540-6 Mustafaoglu, R., Yasaci, Z., Zirek, E., Griffiths, M. D., & Ozdincler, A. R. (2021). The relationship between smartphone addiction and musculoskeletal pain prevalence among young population: a cross-sectional study. Korean Journal of Pain, 34(1). https://doiorg.hal.weber.edu/10.3344/kjp.2021.34.1.72 36 Nadeem, N. H. (2021). Students' perceptions about the impact of using Padlet on class engagement: An exploratory case study. In Research anthology on developing effective online learning courses (pp. 1919-1939). IGI Global. Nearpod.com (2023a) Nearpod - about https://nearpod.com/about Nearpod.com (2023b) Nearpod - help center https://nearpod.zendesk.com/hc/en-us/articles/360047121832 O’Bannon, B., & Thomas, K. (2013). Cell phones in the classroom. Journal of Digital Learning in Teacher Education, 30(1), 11-20, DOI:10.1080/21532974.2013.10784721 Padlet, (Sept, 2023). Subscriptions. https://padlet.com/site/subscriptions Pichardo, J. I., López-Medina, E. F., Mancha-Cáceres, O., González-Enríquez, I., HernándezMelián, A., Blázquez-Rodríguez, M., Jiménez, V., Logares, M., Carabantes-Alarcon, D., Ramos-Toro, M., Isorna, E., Cornejo-Valle, M., & Borrás-Gené, O. (2021). Students and teachers using mentimeter: Technological innovation to face the challenges of the COVID-19 pandemic and post-pandemic in higher education. Education Sciences, 11(11), 667. https://doi.org/10.3390/educsci11110667 Pilgrim, J., Bledsoe, C., & Reily, S. (2012). New technologies in the classroom. Delta Kappa Gamma Bulletin, 78. Perez, J. E. (2017). Nearpod. Journal of the Medical Library Association: JMLA, 105(1), 108. Proszek, J. M. (2019). Developing a digital voice: Embedding digital communication networks, platforms, and technologies in the 21st-century classroom. Journal of Communication Pedagogy (Print), 2, 127-133. 37 Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice. http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. Rashid, A. H. A., Shukor, N. A., Tasir, Z., & Na, K. S. (2021). Teachers' Perceptions and Readiness toward the Implementation of Virtual Learning Environment. International Journal of Evaluation and Research in Education, 10(1), 209-214. Richtel, M. (2010, June 6) Attached to technology and paying a price. New York Times. https://www.fsusd.org/cms/lib03/CA01001943/Centricity/Domain/2034/Source%203.pdf Rideout, V., & Robb, M. B. (2019). The Common Sense census: Media use by tweens and teens, 2019. San Francisco, CA: Common Sense Media. Riser-Kositsky, M. (2019, January 3). Education Statistics: Facts About American Schools. Education Week. Retrieved September 14, 2023 from https://www.edweek.org/leadership/education-statistics-facts-about-americanschools/2019/01 Robinson Jr., W. (2018). The cost effectiveness and instructional value of one-to-one technology investments among Nebraska school districts Educational Administration: Theses, Dissertations, and Student Research. 289. https://digitalcommons.unl.edu/cehsedaddiss/289 Rudolph, J. (2018). A brief review of Mentimeter–A student response system. Journal of Applied Learning & Teaching, 1(1), 35-37. Ryan, B. (2017). Near Peers: Harnessing the power of the populous to enhance the learning environment. 38 Sarginson, D., & McPherson, S. (2021). Nearpod: An innovative teaching strategy to engage students in pathophysiology/pharmacology. Journal of Nursing Education, 60(7), 422423. Siani, A. (2017). BYOD Strategies in Higher Education: Current Knowledge, Students' Perspectives, and Challenges. New Directions in the Teaching of Physical Sciences, 12(1), n1. Silviyanti, T. M., & Yusuf, Y. Q. (2015). EFL Teachers' Perceptions on Using ICT in Their Teaching: To Use or to Reject?. Teaching English with Technology, 15(4), 29-43. Shieh, R. S. (2012). The impact of Technology-Enabled Active Learning (TEAL) implementation on student learning and teachers’ teaching in a high school context. Computers & Education, 59(2), 206-214. Shuker, M. A., & Burton, R. (2021). Educational Technology review: Bringing people and ideas together with ‘Padlet’. Journal of Applied Learning and Teaching, 4(2), 121-124. Soloway, E. (2013). Smartphones Will Benefit Classroom Learning. In R. Espejo (Ed.), Opposing Viewpoints. Smartphones. Greenhaven Press. (Reprinted from THE Journal, 2011, February 1) https://link.gale.com/apps/doc/EJ3010867210/OVIC?u=ogde72764&sid=summon&xid= a9b49fb4 Spiteri, M., & Chang Rundgren, SN. (2020). Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology. Tech Know Learn 25, 115–128 https://doi.org/10.1007/s10758-018-9376-x 39 Staake, J. (2021, Jan 22). Padlet for teachers: the best tips, tricks, and ideas for you classroom. We are Teachers. Retrieved October 5, 2023 from https://www.weareteachers.com/padletfor-teachers/ Suryani, I., & Daulay, S. H. (2022). Students’ Perceptions on Writing Activities by Using Padlet Application. The Proceedings of English Language Teaching, Literature, and Translation (ELTLT), 11, 175-188. Swezey, J. A., & Schultz, K. G. (2013). Released-Time Programs in Religion Education. Faculty Publications and Presentations. http://digitalcommons.liberty.edu/educ_fac_pubs/226 Synnott, C. Kevin. (2018). Smartphones in the classroom and students' misperceptions: faculty development. 2018. Journal of Higher Education Management, 33(1), 119-135. Journal of Higher Education Management. 33. pp. 119-135. 10.2139/ssrn.3038013. Technology for Education Consortium. (2017). How School Districts Can Save (Billion) On Edtech. Режим доступа https://marketbrief.edweek.org/wpcontent/uploads/2017/03/How_School_Districts_Can_Save_Billions_on_Edtech. pdf (31.03. 2021). Teens and Technology. (2020). Gale Global Issues Online Collection. Gale. https://link.gale.com/apps/doc/CP3208520278/GIC?u=ogde72764&sid=GIC&xid=d63ce ca8 Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432–2440. 40 Thomas, K., & Muñoz, M. A. (2016). Hold the phone! high school students' perceptions of mobile phone integration in the classroom. American Secondary Education, 44(3), 19. https://eric.ed.gov/?id=EJ1110299 Tran, T. L. N., Ngoc, N. D., Thao, N. T. T., & Thanh, H. T. (2019). Bring your own device (BYOD): Technologies for learner engagement and collaboration. Сonference on Tesol, 1-19. Trust, T. (2018). Why do we need technology in education?. Journal of Digital Learning in Teacher Education, 34(2), 54-55. Twenge, J. M., Martin, G. N., & Campbell, W. K. (2018). Decreases in psychological well-being among American adolescents after 2012 and links to screen time during the rise of smartphone technology. Emotion, 18(6). http://dx.doi.org.hal.weber.edu:2200/10.1037/emo0000403 Using technology to cheat. (2009). Phi Delta Kappan, 91(2). https://doi.org/10.1177/003172170909100202 U.S. Department of Education, National Center for Education Statistics. (2002) Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education, NCES 2003–313 U.S. Department of Education, National Center for Education Statistics. (2020) Private School Universe Survey (PSS), NCES 2019-20 https://nces.ed.gov/surveys/pss/tables/TABLE02fl1920.assdp U.S. Department of Education, Office of Educational Technology. (2017). Reimagining the role of technology in higher education: A supplement to the national education technology plan. US Department of Education, 41 Vallely, K. S. A., & Gibson, P. (2018). Effectively Engaging Students on their Devices with the use of Mentimeter. Compass: Journal of Learning and Teaching, 11(2) Wang, J., & Chia, I. (2022). Engaging students via Nearpod® in synchronous online teaching. Management Teaching Review, 7(3), 245-253. Weningtyas, M. (2023). The Use of Nearpod as a Digital Tool to Promote Student Engagement in Listening. In UNDERGRADUATE CONFERENCE 2023. Wijtmans, M., van Rens, L., & van Muijlwijk-Koezen, J. E. (2014). Activating students’ interest and participation in lectures and practical courses using their electronic devices. Journal of Chemical Education, 91(11), 1830-1837. https://doi.org/10.1021/ed500148r Winkelman, R. (2023). The SAMR model and the technology integration matrix. Teaching and learning with technology, technology integration models. https://fcit.usf.edu/matrix/thesamr-model-and-the-technology-integration-matrix/ Wong, P. M., & Yunus, M. M. (2020). Enhancing writing vocabulary using Mentimeter. International Journal of Learning, Teaching and Educational Research, 19(3), 106-122. Zainuddin, N. M. M., Azmi, N. F. M., Yusoff, R. C. M., Shariff, S. A., & Hassan, W. A. W. (2020). Enhancing classroom engagement through Padlet as a learning tool: A case study. International Journal of Innovative Computing, 10(1). Zakrzewski, J., & Newton, B. (2022). Technology in Teacher Education: Student Perceptions of Instructional Technology in the Classroom. Journal on Empowering Teaching Excellence, 6(1), 4. 42 Appendix A: Technology Integration Manual 1 IMPLEMENTING TECHNOLOGY IN RELIGIOUS INSTRUCTION The purposes of this manual are: 1. To introduce religious educators to Nearpod, Padlet, and Menmeter. 2. To introduce unique features of each technology in each lesson. 3. To provide step-by-step instrucons for integrang the technology into a learning acvity for a scripture block. 4. To help teachers beter understand and be more intenonal about integrang technology into their current and future teaching opportunies. Contents Nearpod ........................................................................................................................................................ 2 Account Setup ........................................................................................................................................... 2 Matching Scriptures (DM Scripture Passages) .......................................................................................... 3 Interacve Video (Revelaons 8-11) ......................................................................................................... 8 Spotlighng/validang discussion responses (2 Nephi 32:1-7) .............................................................. 13 Padlet .......................................................................................................................................................... 18 Account Setup ......................................................................................................................................... 18 Collaborave Wall (Hebrews 11)............................................................................................................. 19 Comments organized by secons (1 Nephi 8)......................................................................................... 21 Posng Quesons and Vong/Answering (2 Nephi 9) ............................................................................ 23 Menmeter ................................................................................................................................................. 25 Account Setup ......................................................................................................................................... 25 Collaborave Word Cloud (1 John & 2 John) .......................................................................................... 26 Collaborate on Quesons (Mosiah 26) ................................................................................................... 28 Polling with rangs (Enos 1) .................................................................................................................... 30 Note: Electronic devices can be a distracon in the classroom. It is my hope that these lessons also help students to use those devices for good. 2 Nearpod Account Setup Nearpod is an online or mobile applicaon that allows you to create interacve presentaons. Click here for an overview of Nearpod. Setup a free account: 1. Go to htps://nearpod.com/ 2. Click “Sign up for FREE”. 3. You can sign up using exisng accounts or create a new account on the right with any valid email. (Note: If you use the exisng accounts on the le, Nearpod will have access to some data related to that exisng account.) It does not need to be a school email. 4. Once you sign up, it will direct you to your main library page, where you are ready to begin creang. 3 Matching Scriptures (DM Scripture Passages) Feature/Outcome: Teachers will be able to assess how well a student can remember certain scriptures. (Click here to see an example) Materials needed: Laptop, and students’ mobile devices or laptops. Scripture Block example: Selected DM scriptures throughout the New Testament (review or assessment). Setup: 1. Click “Create” dropdown and 2. Select “Add content and acvies”. select “Lesson”. 4 3. Under “Quizzes & Games” select “Matching Pairs”, then click the “+Add” buton. 4. You may add a descripon, if desired, and then begin adding pairs by clicking “Add pair”. 5. Once you add the first pair, click “add another pair” unl you have added all desired pairs. 5 Then click “done” 6. In the top le corner, click “untled lesson” to rename the tle. Click “Save & Exit” in the top right corner. In-class Implementaon: 6 1. In your library, hover your mouse pointer over the desired lesson and click “live parcipaon”. 2. The code will appear, and the students may join by going to join.nearpod.com and typing in the code. 7 3. Once the students enter the code and their name, they can join the lesson and begin matching the scriptures. If they guess wrong, it will flash red, and when they get it right, it will stay blue. Example 4. While the students are doing the matching acvity on their devices, you can view how they are doing by toggling to teacher view in the upper right corner. The amount of tries for each student will be displayed, to help assess how well your students know the selected scriptures. 5. To end session go to “menu” in the upper le corner and click “End Session” 8 Interacve Video (Revelaons 8-11) Feature/Outcome: Help students increase engagement with video content by answering prompts embedded in the video. (Click here to see an example) Materials needed: Laptop, and students’ mobile devices or laptops. Scripture Block: Revelaons 8-11 Setup: 1. Click “Create” then “Lesson” 2. Select “Add content and acvies” 3. Under the “Interacve” category, select “Video” and click “add” 4. Select “Youtube” and paste htps://www.youtube.com/watch?v=EMwKxmTLaCs into the search bar. Click the search icon or hit enter. 9 5. Select Video “Men’s Hearts shall fail them” then click “save” in the botom right. 6. You are not able to embed acvies into the video. 7. Drag the ball on the video meline to 0:24 seconds and click “+ Add Acvity” 8. Select “open ended queson” 9. In the text box type, “If this happened to you: What feelings would you have? What would be going through your head?” Then click “Back to Video” in the botom right. 10. Add another acvity at Time Code 0:41, by dragging the ball along the meline unl 0:41 and click “+ Add Acvity” 10 11. Select “Open Ended Queson” 12. Type in the text box: “How do you think President Russel M. Nelson was able to feel completely calm and ready to meet his Maker?” then click “back to video” in the botom right. 13. Add another acvity at me Code 1:40, except this me select “Mulple Choice Queson” 14. Type the queson and answers as shown below. Click the “+ Add Answer” buton to add another answer opon. Click the checkmark next to “Our Identy” and “Our Purpose” to establish the correct answers students should choose. 15. Click “Back to Video” in the botom right corner. 16. Add the last acvity at me code 3:14 and select “Open Ended Queson” 11 17. Type the following queson in the text box. “What else stood out to you from the video?” (Each student needs to share at least one thought) 18. Click “Back to Video” and your final video meline should be as shown below with 4 blue dots on the meline, indicang 4 acvies. 19. To Rename the presentaon, click “Untled Lesson” in the upper le corner and name this lesson “Preparing for Second Coming” 20. Then click “Save & Exit” In-class Implementaon: Use this video acvity to deepen the class discussion on preparing for the second coming. 1. In your library hover your mouse pointer over the desired lesson and click “live parcipaon”. 12 2. The code will appear and the students may join by going to join.nearpod.com and typing in the code. 3. Once the students type the code and then their name. You will see them under the parcipants icon in the botom right corner. 4. When asked “how the video should play”, select “Teacher Plays” then click “connue”. 5. As you play the video, the video will automacally pause for each acvity. Students will respond on their devices and click “submit”. You can hide the names of students by clicking the “eye”in the botom right. 6. When ready to move on: click the play buton again and move through the other acvies in the same manner. When ready to end session click the “Menu” dropdown at the top of the screen and select “End Session” 13 Spotlighng/validang discussion responses (2 Nephi 32:1-7) Feature/Outcome: Allow Students to share thoughts and answers anonymously and simultaneously. The teacher can then spotlight certain answers to everyone, using the share buton. Students can also collaborate ideas on the collaborave board. (Click here to see an example) Materials needed: Laptop, and students’ mobile devices or laptops. Scripture Block: 2 Nephi 32:1-7 Setup: 1. Click “Create”, then “Lesson”. 2. Select “Add content and acvies”. 3. Under “Discussions” select “Open-ended Queson” then click the “+Add” buton 4. Rename Lesson by clicking “Untled Lesson” in the to le corner. Type: “Feasng upon the Word” 14 5. In the Queson Text Box type: What are reasons that you study the scriptures? What Blessings have you seen from studying the scriptures? 6. Click “Add New” in the top le to add a new slide. 7. Under “Discussions” select “Collaborate Board and click “+ Add” 8. Input the tle and descripon as shown below: a. Title: Ideas to improve at Studying the Scriptures b. Descripon: Please share any ideas, skills, methods, or any other thoughts that have helped you beter study the scriptures. 15 9. At the top, click the “Media Types” Dropdown and turn off “Images”, “Videos”, “Record Audio” and “Gifs” 10. (Oponal) Next to “Media Types” you can select “student opons” if you want students to see names. 11. Click “Save & Exit” In-class Implementaon: To deepen the class discussion about feasng on the scriptures. 1. In your library hover your mouse pointer over the desired lesson and click “live parcipaon”. 2. The code will appear, and the students will go to join.nearpod.com. 16 3. Once the students enter the code and their name, they can join the lesson and begin answering the first queson: “What are reasons you Study the Scriptures? What Blessings have you seen from Studying the Scriptures?” 4. Toggle to “Teacher Mode” in the upper right corner, responses. You can hide names by clicking the “Eye” in the botom right corner. to view all 5. You can spotlight a student’s response by clicking on the “Share” buton. This will broadcast that answer to all devices. You can further the discussion by asking the class what they like about that response, or if any other students have felt a similar way. 6. When done spotlighng, click “Unshare”. 7. When ready to move to the next discussion item, click the blue and white arrow buton on the right side. 17 a. All slides on student devices will change when the teacher changes the slides. 8. Allow me for students to share their thoughts for this discussion item. Students are allowed to post more than one comment. 9. Invite the students to read all other posts and click the heart on one that they have either done or would like to try. The teacher or students could also pick some of them that they would like to discuss in further detail. Example of a board with posts. 10. Use these posts for discussion points. Invite Students to pick one of these ideas that they would like to implement into their own lives. To end the session, click the “Menu” Drop down at the top and select “End Session”. 18 Padlet Account Setup Padlet is an online discussion board that allows parcipants to post content through text, picture, video, drawing, and much more. Click here for an overview of Padlet. Setup a free account 1. Go to htps://padlet.com and click “sign up” or go directly to htps://padlet.com/auth/signup 2. You can sign up using exisng third party accounts, or you can use any valid email. a. (Note: if you use exisng third party accounts, Padlet will have access to data associated with that third party account.) b. If you sign up with an email, you will be asked to validate your email and create a password. 3. If you sign up with email, a verificaon code will be sent to your email to make sure your email is valid. 19 Collaborave Wall (Hebrews 11) Feature/Outcome: Allow parcipants to post pictures to a collaborave wall, and then add comments. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or laptops. Scripture Block example: Hebrews 11 Setup: 1. Click “Make a Padlet” 2. Select “Blank board”, then “Wall”, then done. 3. Rename the Padlet by clicking the sengs icon on the right-hand side. a. Change the Title to “Examples of Faith” 4. Keep sengs open and Toggle Comments “on”, then click out of the sengs side-bar. 5. Your Padlet is ready to share with students. 6. Click the share buton on right-hand side and then “Get QR code”. Using the Padlet in the Classroom to upload pictures. 1. Students can scan that QR code with their phones to parcipate. 2. To post, parcipants click the plus sign 3. For this acvity students will click the “Search for Image” icon post. and find a picture to 4. Students can add comments to the botom of any picture by clicking “add comment”. 20 Possible Scripture Block Integraon: Hebrews 11 1. Each group will have one device that has internet connecon. They will join the Padlet via the QR code. 2. Ask each group to post a picture of a scriptural story that exemplifies faith during the Savior’s life on earth. 3. Ask each group to post a second picture before or aer Jesus Christ’s life on earth. (It can an example from the Old Testament, Church History, Pearl of Great Price, etc..) 4. Aer students post, read Hebrews 11 looking for more examples of faith from the scriptures. a. Ask the Class if any of the pictures match any of the examples in Hebrews 11. b. Aer a discussion on Hebrews 11 and faith, have each group go back to the Padlet and add 2 comments under each of their group’s pictures. (click “add comment” to do so) i. Comment 1: What did the people in this story do to exercise faith in the Savior? ii. Comment 2: What blessings or outcomes did the people experience? Example of a final post 5. The teacher can select any of these for a deeper discussion of how to exercise faith and the blessings of exercising faith. 21 Comments organized by secons (1 Nephi 8) Feature/Outcome: To post comments under organized secons of a Padlet wall. Allow students to collaborate on what they discover in the scriptures. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or laptops. Scripture Block example: 1 Nephi 8 Setup: 1. 2. 3. 4. Click “Make a Padlet” Select “Blank board” and then “Wall”, Rename the tle as “Lehi’s Vision” and click “done Make 4 secons by clicking “add secon” 3 mes. then “shelf”. 5. “Rename secon” by clicking the 3 dots next to the secon heading. Rename each secon to the following scriptures. saw: 1 Nephi 8:21–23, 1 Nephi 8:24–28, 1 Nephi 8:30, and 1 Nephi 8:31–33. (see screenshot below) 6. Your padlet is ready to share with students. 7. Click the share buton and then In-class Implementaon 1. Students can scan that QR code with their phones to parcipate. 2. Assign each group one of the secons of scriptures to study and then make a post, describing the people in those verses. Each group will post under their assigned scriptures. 3. To post, parcipants click the plus sign and type their responses. 4. This provides a quick way to discover and then discuss what students noce about the four different types of people in these scriptures. 22 5. Then you could have them make another post under their original post that describes what those people would be like in today’s world. (Who could those people anciently represent today?) Example of a group’s Finished Post 23 Posng Quesons and Vong/Answering (2 Nephi 9) Feature/Outcome: Allow students to anonymously ask quesons, vote on which quesons are relevant to them, and then to provide answers to their peer’s quesons. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or Laptops. Scripture Block example: 2 Nephi 9 (Students will ask queson and find answers about the Atonement of Jesus Christ) Setup: 1. Click “Make a Padlet” 2. Select “Blank board” and then then rename tle to “Quesons About Atonement of Jesus Christ” then select “Canvas” and click “done 3. Turn Comments on by going to the “sengs” and click the toggle buton next to comments. 4. Directly below comments is reacons. Change reacons to “like”. 5. Your padlet is ready to share. 6. Click the share buton and then In-class Implementaon 1. Students can scan that QR code with their phones to parcipate. 2. Invite students to share any quesons they have about the Atonement of Jesus Christ. Their responses will be anonymous. Students can post mulple quesons. 3. Then invite students to read through all quesons and “like” (by clicking on the heart) the quesons that they would like to discuss or receive an answer to. 4. Because you selected “Canvas” as the format, you can drag the posts to sort them in various ways. Below they are sorted according to how many “likes” each received. 24 5. Then invite the students to study 2 Nephi 9 looking for what stands out to them about the Atonement of Jesus Christ. a. Invite them to consider if anything they found in 2 Nephi 9 could help address any quesons on the Padlet. Invite them to post what they found as a comment under the corresponding queson. 6. If there are sll unanswered quesons, invite students to search other sources that could help address the quesons. Invite them to post what they found in the comments. 7. As students are sharing answers with their peers on the Padlet, you can ensure that all comments are appropriate and relevant. 8. You can further the discussion by clicking on a speech bubble. Example of a Finished Post with 2 comments 25 Menmeter Account Setup Menmeter is an interacve presentaon soware that allows you to present content, pose quesons, and gather immediate responses from students. Click here for an overview of Menmeter. Setup a free account 1. Go to htps://www.menmeter.com/ 2. Click “sign up” a. You can log in using exisng 3rd party accounts, or with a valid email. (Note: if you use exisng 3rd party accounts, Menmeter will have access to data associated with that 3rd party account.) 3. Click “sign up” 4. When asked how you want to use the applicaon, select educaon. 5. When pricing plans appear, select the free plan. 6. Your account is now set up. 7. You will be redirected to your main dashboard where you can begin creang. 26 Collaborave Word Cloud (1 John & 2 John) Feature/Outcome: To create an immediate word cloud from the students’ responses. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or laptops. Scripture Block example: 1 John & 2 John (Leng students express how they describe God) Setup: 1. Click “New Presentaon” and select “blank”. 2. You can rename the presentaon by clicking on the default tle. (upper le-hand corner) 3. Click “New Slide” and select “Word Cloud” 4. On the right-hand side, make sure “Content” is selected and type the queson you want them to answer. (You can add a longer descripon, if desired.) 5. On the right-hand side, click “interacvity” person”. and turn on “mulple responses per In-class Implementaon: 1. Parcipants can join by going to men.com and typing in the join code that is at the top of the slide. 2. Invite students to finish the statement “God is…” in one or two words. They can submit as many mes as they would like. 3. If a student does not have access to the internet, ask other students if they are willing to share devices. 27 4. The responses will automacally be put into a colorful word cloud: Example 5. The more mes a word has been submited, the bigger it will show on the word cloud. 6. You can use this word cloud to gauge how the students describe God. 7. You can also use it to engage in discussion. (ie. You could ask about why certain words were used, or why certain words are bigger than others.) 8. Then ask the students to study John 1 and John 2 looking for other words or phrases that describe God. The students can put those words onto the word cloud as well. 28 Collaborate on Quesons (Mosiah 26) Feature/Outcome: Students can collaborate and vote on quesons. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or laptops. Scripture Block example: Mosiah 26 (Repentance) Setup: 1. Click “New Presentaon” and select blank 2. You can rename the presentaon by clicking on the default tle 3. Click “New Slide” and select “Q&A” 4. On the right hand side click “Content” and type your queson or Prompt: “Quesons about Repentance and forgiveness” 5. Your slide is ready to present. In-class Implementaon 1. When your presentaon is open, click “present” in the top right corner. 2. Then hover your mouse in the botom le corner and click the QR code icon. 3. A QR code and join info will appear for students. 29 4. Once joined, students can ask quesons about repentance and forgiveness anonymously. 5. They may ask as many quesons as they want, and then vote on quesons they want answered by tapping the “thumbs up icon”. Screenshot of what your presentaon slide will look like. This indicates you are on queson 1 out of 5 quesons. The queson with the most likes will be displayed 1st Click the up or down arrows to navigate quesons. You can use this to assess what your students may already know, or want to know, about repentance and forgiveness. Let these quesons guide you as you teach Mosiah 26 and 27. This will allow you to focus on relevant quesons most of the class would want to learn about. 7. If you do not want any more responses, you can disable them by hovering your mouse on the botom le and clicking the “circle-backslash symbol”. You may also turn it back on later. 6. 30 Polling with rangs (Enos 1) Feature/Outcome: Survey students using “scale” slides to assess their experiences with prayer. This lesson will also help students to share their experiences with prayer. (Click here to see an example) Materials needed: Laptop, projector, and students’ mobile devices or laptops. Scripture Block example: Enos 1 Setup: 1. Once signed in, click “+ New Presentaon” 2. In the top le corner rename presentaon to “Enos 1” 3. Click “+ New Slide” and then select "Scales” and then select "Blank”. 4. Click “Content” on the right hand side. And change the queson to say. 5. Change the queson to “Prayer Survey” and in the boxes underneath “statements” and the following 5 statements. 6. Then click “+New Slide and “Scales” for a second slide. 31 7. Title this slide “How oen do you Pray? 8. As done on the previous slide, add these 3 statements to the boxes under “statements” 9. Under “Dimensions” of the “Content” tab, change the botom of the scale to say “0 days a week” and the top of the scale to say “7 days a week” and adjust the “values” to 0 and 7 as seen the screenshot In-class Implementaon. 1. When your presentaon is open, click “present” in the top right corner. 2. Then hover your mouse in the botom le corner and click the QR code icon. 3. A QR code and join info will appear for students. 32 4. Allow students me to complete the first slide survey and then in the botom le corner, click the right arrow to advance to the next slide. 5. As students submit their answers you presentaon will show immediate results. 6. Use the results to assess the needs of your students as you begin studying Enos 1 and discussing about prayer. 75 Appendix B: IRB Approval December 4, 2023 Clay Rasmussen Students, Teacher Education Initial - IRB-AY23-24-168 Technology in Release-time Religious Education Dear Clay Rasmussen: Weber State University Institutional Review Board confirms it has received the documents for Technology in Release-time Religious Education. You may proceed at this time. If you have any questions please contact your review committee chair or irb@weber.edu. Sincerely, Dr. Daniel Hubler, Chair, College of Education Subcommittee Weber State University Institutional Review Board