Search results for: Technology
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The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self‐report online survey, this study sought to compare and contrast TPACK results from pre‐service teachers studying in secondary teacher education programmes in Australia and Israel.
Updated: Nov. 14, 2018
Israel’s Ministry of Education and Ministry of Diaspora Affairs will allocate more than $2 million to the Jewish Agency for its school twinning network, primarily to fund its expansion to 500 additional Israel-Diaspora educational partnerships.
Updated: Nov. 12, 2018
I’ve taught beginning Mishna for almost ten years and have never found a method that satisfies me. Mishna suffers from several curricular handicaps: It is the new limmud on the block; It’s legal, rather than narrative; And it usually loses in the battle for classroom minutes. To understate the matter, Mishna is rarely the favorite subject of my fifth graders. I saw an uptick in interest when I added videos and some augmented reality, but never the constant excitement I’d hoped for. This year I intend for that to change. And you’re going to help me. I’m writing this journal to elicit feedback for my new project and commit myself too publicly to give up. I hope to share my plans and gimmicks, successes and failures, great moments and course corrections. To my knowledge this type of gamification has never been tried before in elementary Jewish Education, perhaps for good reason.
Updated: Oct. 15, 2018
The purpose of this study was to identify interpretive strategies used by museums in connecting visitors to Holocaust survivors through testimony. As the Holocaust recedes further into the past and Holocaust survivors get older, Holocaust museums must find new ways to stay relevant and connect visitors to survivor testimony. Studies have indicated that meeting a survivor and hearing their testimony firsthand can be the most salient part of visiting a Holocaust museum, and therefore understanding how museums use survivor testimony now can help develop ways to continue to use it in the future.
Updated: Oct. 08, 2018
A Jerusalem museum is breathing life into the ancient city with a new virtual reality tour that allows visitors to experience how archaeologists believe Jerusalem looked 2,000 years ago. The Tower of David Museum, which is housed in the Old City’s ancient stronghold, plans to launch the high-tech guided tour this month ahead of the Jewish holiday of Sukkot.
Updated: Oct. 04, 2018
Students in small and large communities are desperate for active and engaging Jewish learning.These experiences must accommodate 21st Century teenagers – busy, tech-savvy teens, who want to stay Jewishly engaged, if the time, activities and location, meet their needs. As traditional religious school programs are experiencing sharply decreasing participation, a paradigm shift is definitely needed to meet the challenges of the social changes of the 21st century. Jewish Journeys, a project of the Marlene Meyerson JCC Manhattan, has created an innovative model that utilizes the computer and the internet to provide a personalized Jewish educational program to meet the needs of both students and parents.
Updated: Sep. 02, 2018
Jewish Interactive is a global, cutting edge, nonprofit organization that is bringing “EdTech” to the world of Jewish Education. With offices in London, Israel, Johannesburg, and now San Diego County, Ji (Jewish Interactive), has been educating families, synagogues and schools with its leading apps, and educational content gamification platform called Ji Tap. The Ji Tap app is equipped with a free creation tool, where anyone can create games/interactive presentations/ebooks and add their knowledge creativity and expertise to the global Ji Tap platform. Jewish Education has never been so accessible and engaging!
Updated: Aug. 30, 2018
Measuring Digital Literacies: Junior High-School Students' Perceived Competencies versus Actual Performance
The widespread belief is that youth, "digital natives", who live their entire lives in media-rich digital environments and are ubiquitously connected through social networks, naturally develop digital competencies. This study investigated digital literacies among 280 junior-high-school students with the aim of comparing participants' perceived digital literacy competencies and their actual performance in relevant digital tasks. The findings showed that only a few of participants' perceived skills were related to their actual performance. Generally, participants displayed high confidence in their digital literacies and significantly over-estimated their actual competencies.
Updated: Aug. 29, 2018
“Whatsapp, Teacher?” - Student Perspectives on Teacher-Student Whatsapp Interactions in Secondary Schools
The present study adds to the expanding body of empirical research on social media use in educational settings by specifically focusing on a heretofore underexposed aspect, namely, secondary school student-teacher communication in the popular instant messaging application WhatsApp. We report on findings from the student perspective and discuss the advantages and limitations of this form of communication sphere, and on the social functions of the different classroom WhatsApp groups in secondary school students’ everyday life.
Updated: Aug. 15, 2018
ShalomLearning (SL) was designed to make supplementary Jewish education an attractive, relevant, engaging, and content-rich experience for Jewish students, their families, and teachers. SL combines a values-based, spiral curriculum for grades two through seven, with a “blended education” approach, harnessing technology to Jewish education. This report describes a two-year evaluation study of SL conducted by CMJS. The research addressed a broad array of questions about the implementation, outcomes, and impacts of SL for students and teachers in synagogue schools.
Updated: Aug. 15, 2018