Section archive - Technology & Computers
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Teenagers connected to digital environments – what happens when they get to school? Commonalities, similarities and differences from their perspective
In light of the many major changes in teenagers’ lives of due to digital applications and the significant role they play in their lives, and since school is a place where they spend many hours, this study examined their perspective of how the digital environment is integrated into their school life. Participating in this mixed-method study were 233 Israeli teenagers who completed a questionnaire and of whom 45 were interviewed. Findings show that what they have in common is extensive use of their smartphones and computers for study-related matters, they use many apps and social networks and belong to a variety of study-related groups.
Updated: Dec. 12, 2019
Our aim was to evaluate the association between Internet usage patterns of religious and secular adolescents, exposure to cyber-bullying, and psychosomatic symptoms in Israel. A cross-sectional study was carried out using questionnaires administered to 7166 students aged 11–17 (4223 secular; 2943 religious). Cyber-bullying was more common among secular students (11.4%) than religious students (8.4%). Multiple logistic regression predicting cyber-bullying showed significant results for boys, primary school age, Internet usage, bad moods, sleeping disorders, and dizziness. A comparison across school levels and between the education sectors did not show major differences in the probability to experience bullying. However, different characteristics played the role in explaining propensity to that experience.
Updated: Dec. 12, 2019
When challenged by Israel’s Ministry of Education to create a program to teach middle school students 170 Bible chapters over the course of seven months, Herzog College responded by developing an app that has been launched in Israel in 142 schools, encompassing 6,000 students. The smartphone app that was developed, Hayyinu KeHolmim (“We were as Dreamers”), contains a single unit on each chapter, divided into micro-units.
Updated: Nov. 27, 2019
Camp Morasha’s new technology policy, which was introduced during this past summer season, was crafted with considerable uncertainty and hesitation. Having participated in numerous planning discussions, I will be the first to confess my own initial reluctance and doubt. To be clear, I fully recognize and appreciate the benefits of creating opportunities that allow us to disconnect from the myriad of technological outlets to which we have become attached. Nonetheless, the plan that we thoughtfully deliberated and ultimately executed, seemed overly ambitious and bold.
Updated: Sep. 05, 2019
Everyday people make use of Instagram to visually share their experiences encountering Holocaust memory. Whether individuals are sharing their photos from Auschwitz, the United States Holocaust Memorial Museum, or of the Memorial to the Murdered Jews of Europe in Berlin, this dissertation uncovers the impetus to capture and share these images by the thousands. Using visuality as a framework for analyzing how the Holocaust has been seen, photographed, and communicated historically, this dissertation argues that these individual digital images function as objects of postmemory, contributing to and cultivating an accessible visual and digital archive. Sharing these images on Instagram results in a visual, grassroots archival space where networked Holocaust visuality and memory can flourish.
Updated: Jul. 17, 2019
When we last left our intrepid Mishna explorers, they were enthusiastically trying to learn their way back to their time and place by earning coins (matbe’ot Mishna), and points, picking up valuable objects and defeating scriptural villains, aided by spiritual guides whose assistance they earned by performing optional quests. Enthusiastically is the key. This teaching format galvanized the students, not only to do what was assigned in Mishna, but the enthusiasm overflowed into other classes and was a major cause of their buying into the entire system - of Judaic and even General Studies.
Updated: Jul. 11, 2019
To determine if digital badges can function as assessments that strengthen religious, ethnic identity, we examined the badge programme of a Jewish temple’s after-school programme. Through interviews with student participants and evidence submitted to earn digital badges, a number of indicators suggest that a religious school’s digital badges can provide opportunity to strengthen religious identity. In particular, student interviews and evidence supplied for the completion of learning objectives for digital badges indicate increases of religious salience (compared to secular practices), religious commitment within a community, and self-esteem based on religious identity. Recommendations are made for ongoing and future religious badge implementations on how to strengthen religious identity while meeting the requirements of authentic, quality assessments.
Updated: Jun. 26, 2019
Online Judaic Studies Consortium - Creating a Community of Learners through Online Judaic Studies Courses
Four years ago, Virtual High School (VHS, Inc.) was offered the opportunity and the challenge to create a program that would provide online Judaic studies courses to Jewish day schools across North America. The opportunity was exciting. We knew our expertise and experience was us up to the task; the Virtual High School has provided online General studies offerings to public and independent school for almost 25 years. The challenge with this specific project, however, was daunting because of the numerous questions we faced.
Updated: Jun. 13, 2019
The project on ‘School based lifewide learning using mobile technologies’ has been implemented by the Amal Shevach Mofet High School, Tel Aviv since 2013. It derives from the school’s pedagogical approach, which aspires to integrate the students into society, and views individuals as independent people and as integral parts of their community. The lifewide learning project is based on three principles: location (moving outside the classroom to learn in real-life situations), community (giving and contributing to the community) and learning (transforming the role of teachers).
Updated: Jun. 10, 2019
Cyberbullying Victimization in WhatsApp Classmate Groups among Israeli Elementary, Middle, and High School Students
Although much has been written about cyberbullying on Facebook, literature about WhatsApp and cyberbullying is scarce. Based on a large-scale survey that examined the prevalence and expressions of cyberbullying the current cross-sectional study provides a detailed description of cyberbullying victimization in WhatsApp classmate groups across grade level and gender among Israeli school-age children and adolescents. The study included 4,477 elementary, middle, and high school students in Israel who completed questionnaires regarding cyberbullying victimization in their WhatsApp classmate groups.
Updated: May. 15, 2019