Technology, Pedagogy, and Transformation in Theological Education: Five Case Studies

Delamarter, Steve; Alanis, Javier; Haitch, Russell; Hoffman, Mark Vitalis; Jones, Arun W.; Strawn, Brent A.

doi:10.1111/j.1467-9647.2007.00319.x

Cited by 14 publications

(9 citation statements)

References 7 publications

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“…Gaming is occasionally mentioned in general discussions about the new technology of learning (cf. Bauman et al, 2014; Delamarter et al, 2007), but a Google search could not locate a single article with the term “video game” or “serious game” in its title, in the graduate theological education literature.…”

Section: Serious Games and Theological Educationmentioning

confidence: 99%

That Dragon, Cancer Goes to Seminary

Auxier

2018

Christian Education Journal: Research on Educational Ministry

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That Dragon, Cancer is a “serious” video game that has garnered wide attention in the gaming community and popular press. The game was created by a team of independent game designers led by Ryan and Amy Green as a way of sharing their family’s journey of caring for their son Joel, who had been diagnosed with pediatric cancer. This article describes the use of the game within a graduate course on pastoral counseling and reflects upon student reactions as an example of the potential usefulness of serious games in theological education.

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Section: Serious Games and Theological Educationmentioning

confidence: 99%

That Dragon, Cancer Goes to Seminary

Auxier

2018

Christian Education Journal: Research on Educational Ministry

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“…See, for instance, Smith (1988) and Walvoord (2008). 11 A number of articles on media literacy in religious and theological studies have provided case studies for incorporating select media into particular courses, such as Delamarter et al (2007) and Royalty (2002).…”

Section: Ethical Digital Creativitymentioning

confidence: 99%

Teaching the Millennial Generation in the Religious and Theological Studies Classroom

Bauman

Marchal

McLain

et al. 2014

Teaching Theology & Religion

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This essay provides an overview of the distinctive challenges presented to teaching and learning in religious and theological studies by the conditions and characteristics of “millennial” students. While the emerging literature on this generation is far from consistent, it is still instructive and important to engage, as students that are immersed in technology and social networking have different facilities and difficulties that educators would do well to carefully address and critically employ. Teachers in theological and religious studies are distinctly positioned to grapple with such conditions, particularly around the practices of identity formation, media literacy, and embodiment. Attention to the development of such practices engages key issues for both the millennial students and the religious and theological studies teacher: virtual reality, spiritual identity, globalization and violence, critical consumption and ethical creativity, focused and contemplative thinking, and intercultural and interpersonal respect.

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“…The debate surrounding the 'embodied' nature of online distance education has its antagonists (Kelsey, 2002) and apologists (Delamarter et al, 2007;Gresham, 2006;Hess, 2005; S. D. Lowe & Lowe, 2010a;Shore, 2007;White, 2006). Sadly, the debate is yet to seriously consider the role of a distance online student's church context alongside their studies, particularly with regards to spiritual formation and service.…”

Section: Embodied and Formational Learning In Otdementioning

confidence: 99%