Аннотация:Although the educational experiences of South Asian Muslim women have been studied, little is known regarding the role of technology and its effects on education in this population. This study explores the use of information and communication technologies (ICT) in British Muslim girls’ schools and its effect on learning. It uses primary data from semi-structured interviews with 14–19-year-olds in three Islamic faith schools. Template analysis was used to identify emerging themes. Participants had access to a wide range of technologies and applications; however, access was often limited to classroom settings. Participants also used subject-specific resources available from learning platforms, although this was not consistent across schools and subjects. The participants felt that the range of resources was limited because of their gender and religion, and wanted greater access to ICT, and more online collaboration and social communication. A didactic approach to instruction was prevalent and for many, exacerbated a ‘digital disconnect’. Our findings suggest that Islamic faith schools reinforce lack of home ICT use. The current didactic approach highlights differences with the student-centred pedagogical techniques of early Qur’anic schools. This study encourages a discussion of the challenges of open access to information, religious freedoms and ensuring equality of learning.
