Section archive - Technology & Computers
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In our efforts to continue to support teachers, UnitED, in partnership with Prizmah:CJDS and JEIC, has developed two short (4-5 min) videos done by @Sam Pearlson of SAR Academy to offer practical examples of how to integrate EdTech tools into Jewish Studies/Kodesh teaching. The videos take you through the planning of a unit from start to finish, including sample content, identifying goals and objectives, practical application of tools and assessing student learning.
Updated: Sep. 10, 2020
As the coronavirus continues to thrive, Israel may soon have its first fully online school. Starting in the fall as the new school year begins, the virtual institution plans to offer a full curriculum to students from seventh grade through twelfth grade, with no physical building or use of textbooks.
Updated: Aug. 18, 2020
The truth is, the ideas and technology that power “distance learning” are not new at all, and frankly they’re not even that effective. Study after study (since 1996!) continue to suggest that while there may be some promise to online distance learning, it has not yet been proven to be any more effective at actually increasing student achievement at a K-12 level than “traditional” learning. The most recent meta-analysis from last year bluntly states its findings right in the title: “A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education”.
Updated: May. 11, 2020
Demystifying sexting: Adolescent sexting and its associations with parenting styles and sense of parental social control in Israel
The present study examined sexting habits (sending text messages, as well as nude or semi-nude photos, and/or requesting the same from others) among adolescents, as reported by 458 students (101 boys, 357 girls), with the aim of investigating whether and how sexting correlates with parenting styles and manifestations of parental social control. An online link was published on social media, asking participants who meet the research criteria to complete several questionnaires.
Updated: Apr. 30, 2020
Teachers at Salanter Akiba Riverdale Academy (SAR) are among the many educators across the country whose schools are turning to online learning during the coronavirus epidemic. The Centers for Disease Control and Prevention has encouraged schools and districts to prepare for potentially extended interruptions to school attendance, a challenge that could be hard to meet even with ample planning.
Updated: Mar. 11, 2020
Israeli librarians finished first in a recent global competition, making 4,700 edits to Wikipedia pages in a three-week span. The campaign known on social media as #1Lib1Ref (“One Librarian, One Reference”), asks librarians from around the world to both update existing Wikipedia pages with valid references and create new posts altogether, in an effort to spread awareness and combat inaccurate online information.
Updated: Feb. 24, 2020
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