Section archive - Technology & Computers
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The LaHaV curriculum takes a bold departure from traditional modes of Talmud and Tanakh instruction, and has pioneered an approach to communicate the richness and relevance of our tradition by weaving together a rich tapestry of rabbinic texts and ideas. Yet we’re not just transforming Judaic studies for our own students. We’ve created a groundbreaking digital curriculum app that serves as the basis of a fully connected network of Jewish educators who share training, resources and methodologies in order to improve Jewish education across the world. We’ve developed this curriculum from the ground up, tested it in all grades and levels at Shalhevet High School in Los Angeles, CA, and are currently working with schools across the US, Israel, and Australia to implement it across a wide range of classrooms and student demographics.
Updated: Nov. 02, 2016
Debbie Harris, Educational Technology Director at Solomon Schechter Day School of Metropolitan Chicago, shares with us her dream learning space and its realization – The Innovation Studio Space which greeted the Schechter staff and students the beginning of this school year. We learn how the school community took to the Studio and what might happen as the school year moves on.
Updated: Sep. 13, 2016
JETS Israel is seeking Ivrit teachers, located in Israel, with the following qualifications: bilingual, Hebrew and English, experience with Diaspora students, not afraid of EdTech, or, even better, experience with EdTech, willingness to take the JETS 'NoTeacherLeftBehind' course in the fall or asynchronously, with our feedback.
Updated: Sep. 11, 2016
The Online Judaic Studies Consortium (OJSC) is based on a highly collaborative model. Course instruction for students in the OJSC comes from schools/teachers that join the OJSC. Teachers from schools that join the OJSC develop and then teach online courses to students within the program. Through this collaboration each member school receives seats for their students to take innovative Judaic studies courses from the OJSC catalog, taught by expert faculty, in exchange for teacher participation and discounted membership fees. Students collaborate with their peers at other day schools, teachers receive valuable professional development, and schools gain scheduling flexibility and expanded offerings.
Updated: Aug. 31, 2016
Imagine, if you will, a poster in your classroom (or one being displayed on your smartboard or monitor) of a particular prayer or blessing in Hebrew text. Now imagine pointing the camera on your iPad, iPhone, or Android phone or tablet at the poster, and a video pops up of you reciting the prayer in Hebrew as the words flash along below. Imagine a poster/picture of Yitzchak Rabin, and when you or a student (or a parent) holds up their iPhone, iPad, or android phone or tablet and a video about the life and legacy of Rabin starts playing. Imagine a printed or on screen poster of some piece of Torah text that, when you hold your phone or tablet up to it plays a video of that same text being chanted. Imagine print-outs of scanned copies of students’ drawings illustrating a biblical story or a theological question that play a video of the student explaining their drawing when you hold up your phone or tablet when its camera lens focuses on the pictures?
Updated: Aug. 31, 2016
Whether you love it or hate it, your students are -- and will be -- playing Pokémon Go, a location-based augmented reality mobile game. Instead of seeing the game as a further distraction, why not see it as an opportunity to bring Jewish education to life in the eyes of a teen? Here are 6 ways you can use the game to your creative advantage!
Updated: Jul. 27, 2016
The first word most people give when describing the International Society for Technology in Education or ISTE conference which took place this past week in Denver, Colorado is overwhelming. With its 15,000+ participants, presenters, and vendors running dozens of events simultaneously throughout the four days of the conference, it can be a daunting experience especially for first time attendees. However, if at the conference, there was a way to create a mini-conference, a small group within this vast stream of people that would be very advantageous.
Updated: Jul. 19, 2016
Everyone seems to “know” – on a theoretical level – that EdTech has a lot to offer classrooms of every level. But actually implementing elearning in the classroom is another story. This week JETS director Smadar Goldstein traveled to Seattle to work with four Jewish Day Schools on how to implement elearning in Judaic studies, Hebrew language, and other subject areas. Smadar’s visit to Seattle was sponsored by the Samis foundation. Samis organized the visit as part of their interest in providing professional development to Jewish Day School educators, and their desire to promote quality EdTech learning on a day-to-day basis in day school classrooms.
Updated: Jul. 19, 2016
A few young Israeli entrepreneurs saw an opening that they are filling with a new product called Remini, which is used a great deal in Israel, to some extent across this country, including by Barnert Temple in Franklin Lakes, Gan Aviv in Fair Lawn and Bergenfield, and by schools as far afield in every way as one in Dubai. Remini allows teachers and other educators to upload photos and messages to parents. Messages can go to the whole school, an entire class, a specific group of parents, or just one set of them. Parents can save photos and messages on the child’s own timeline — it’s backed up in the cloud — so a child’s entire early childhood can be documented and parents — and grandparents, should the parents decide to invite them — can gain access to it easily. Parents cannot upload content to the main part of the app, although they can to the timeline, but if the teacher or administrator agrees, they can exchange private messages.
Updated: Jul. 13, 2016
For a long time, educational technology was focused, to a large extent, on the use of computers (and later the internet) within the classroom. Educators spoke about “breaking the classroom walls” by using YouTube clips to start a classroom discussion or by letting students look up information on the internet. Teachers began to realize that they were no longer the “owners” of information, once handheld internet devices were introduced (aka smartphones) smart kids would challenge the teachers' authority by fact checking the information discussed in class. Educators then spoke of the transition from “the sage on the stage to the guide on the side” that meant moving away from the lecturing model – but what instead? How can a teacher be a “guide on the side” with so little time to teach (or “guide”)?
Updated: Jul. 06, 2016