An international collaboration of young adolescents involving networked technology and faith formation

This qualitative study focused on an international collaboration of young adolescents involving networked technology and faith formation. Specifically, how does the use of networked technology by young adolescents influence motivation, formative dynamics, and relationships in faith formation? Fifth and sixth graders in Catholic schools in Port Coquitlam, British Columbia, Canada, and Shoreview, Minnesota, USA, were divided into five religion topic groups in each class: Church, Gospels, Prayer, Sacraments and Saints. During the three-month computer-mediated project, topic groups used networked technology (Internet, e-mail, fax) to explore faith with their partner group, e.g. Canadian Sacraments Group e-mailed U.S. Sacraments Group. Hard copies of e-mails and faxes and on-site interviews with each group and teacher formed ethnographic data. Data themes were analyzed according to Gardners multiple intelligences, Bloom's questioning taxonomy, Marzano's Dimensions of Learning, Dunn and Dunn's Learning Styles, brain-based research, McCarthy's 4Mat, and NCREL's Indicators of Engaged Learning. Faith formation analysis included Spiritual Intelligence (SQ), Fowler's Stages of Faith, and Groome's Shared Christian Praxis.; Students and teachers were amazed at using the Internet as a resource for religion. Technology use was integral to and transparent in the project. With the partner group, students generated and responded to questions by e-mail. High motivation, student-centered dynamics, higher order thinking, and enriching international relationships characterized the telecollaboration. In the formative dynamic, students found tasks authentic, challenging, and integrated. Teachers became facilitators. The project fostered ongoing assessment by students. Students were intrigued with creating and faxing a graphic summary of their topic experience to the international partner.; Telecommunications seemed to shift religion class from dominantly instruction to faith formation, a more inclusive developmental process. Religion textbook use became non-linear. Religious information literacy surfaced as untapped learning. The international cohort fostered by networked technology made religion seem more relational and real. Students were active participants who engaged in significant religious discussions within their group and class. Stories of faith found voice.; Students reported parents as highly supportive of the approach, with some even hoping to learn from their children. Students believed the project would be even better if chat room replaced the older system of e-mail.