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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
A few months ago, my friend and colleague Josh Miller from the Jim Joseph Foundation asked me to share my thoughts about a new research report, now titled The Future of Jewish Learning Is Here: How Digital Media Are Reshaping Jewish Education, by Prof Ari Kelman et al. As I read through this interesting paper, writing notes and comments to myself, I suddenly understood: engaging in Jewish learning online is now “a thing!” Just as one can engage with sports, obtain financial information, get updated on current events and prepare oneself with regard to traffic and weather all by surfing the internet – one can study Jewish topics. What this research demonstrates, in multiple ways, following different personal stories and use cases, is the very fact that many people find content relevant to their Jewish life online. It is no longer one anecdote, and it is not just to look up candle lighting times or prayer service hours. You can learn Torah online.
Updated: May. 01, 2019
Elementary Schools Teachers’ Perceptions of Integrating Digital Games in their Teaching at Different Career Stages
The present study examines Israeli teachers` perceptions of the integration of digital games-based learning (DGBL) into their instruction at different stages of their career. The research methodology is qualitative. The study involved 28 elementary school teachers who were integrating digital game-based learning into their instruction in the classroom. Their semi-structured interviews were transcribed and underwent categorical content analysis.
Updated: Apr. 28, 2019
The Summer Sandbox of The Idea Institute and Digital Learning from JETS are excited to partner for a summer PD opportunity unlike any other. Explore project-based learning, digital learning and tools, JSTEAM, and other types of progressive educational models at The Jewish Innovation Conference between August 5-7, 2019!
Updated: Apr. 18, 2019
A revolution has occurred, but most people, it seems, have not noticed. I refer to the worldwide effort to digitalize the great medieval Jewish manuscript tradition. The result is a brave new world, in which these precious treasures of the Jewish past are now available to scholars, students, and the public at large. As far as I can tell, this major enterprise has not received the attention it deserves, while the use of these manuscripts has not yet been fully integrated into the teaching of Jewish Studies. I, for one, have become an evangelist for the cause, as reflected by the fact that during the past decade, more and more of my teaching, research, and lecturing has been devoted to these manuscripts.
Updated: Mar. 27, 2019
The purpose of this study was to identify the obstacles to information and communication technology (ICT) implementation in the kindergarten environment through exploring the beliefs of kindergarten teachers. Thirty Israeli kindergarten teachers participated in semistructured interviews. Their content analysis revealed three main obstacle-related categories.
Updated: Mar. 27, 2019
How do people learn to be Jewish now, amidst a flow of media and online platforms, of text and video and audio that is mostly free and on-demand, and that competes with more traditional sites, sources, and structures of Jewish education? With support from the Jim Joseph Foundation, my research team at Stanford’s Concentration in Education and Jewish Studies, including Professor Antero Garcia, Dr. Molly Zielezinski, and Dr. Mia Bruch, tried to answer this question.
Updated: Mar. 20, 2019
This course will be different from any you have taken until now, both pedagogically and technologically! The assignments and activities on the course take place in a unique virtual world. Until now the emphasis in courses on multiculturalism has been to introduce the student to the other by means of films, stories and articles. But it hasn't been possible to get to know the other personally, and even to step into his/her shoes. On this course, in order to get to know the other and be exposed to different cultures, we will approach multiculturalism from a number of angles; we will enter a virtual space where we will meet people and get to know something of their worlds.
Updated: Mar. 06, 2019
Armed only with Smart Notebook and Google Drawings, I undertook to create a universe. Now I know how Harold felt with his purple crayon. Here is the second installment of “Gamifying Mishna in Fifth Grade”.
Updated: Feb. 13, 2019
Jewish EdTech Central provides funders and families that care about Jewish education with the information, tools and resources they need to learn, explore, and dive deep into the current state and future impacts of integrating technology in world of Jewish education.
Updated: Jan. 02, 2019