Search results for: Technology
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Two Hundred and Fifty Educators from All Around Israel Participated in The 4th Annual School Twinning Network Conference
The 4th Annual School Twinning Network Conference was a collaborative effort of the Jewish Agency and the Ministry of Education and took place on November 17th, 2015 at the Yitzhak Rabin Center in Tel Aviv. The conference was titled “The Many Facets of School Twinning”. The educators – teachers and principals – were excited to hear about the growth of the School Twinning Network to over 700 schools in 2015. They participated in sessions which dealt with models in school twinning connections, Israel-Diaspora relations and collaborative learning. They learned from the experiences of schools who are already active in the network and have created many different models of successful programs to connect with their twin schools.
Updated: Mar. 02, 2016
It is clear that technology, and the Internet in particular, poses enormous threats, while providing extraordinary opportunities to the American Orthodox community. This issue of Klal Perspectives explores whether a community, or even a family, can eliminate the intrusion of the Internet, and if not, how we can best meet its challenges and take advantage of its opportunities. And perhaps of particular interest is the identification of various influences of online use on the Orthodox community that are enormously consequential, yet frequently overlooked (such as online bullying, for example).
Updated: Feb. 10, 2016
The AVI CHAI Foundation is partnering with BetterLesson to bring personalized professional development to Jewish day schools to strengthen personalized learning. This is an exciting opportunity for interested schools to apply for a team of teachers to engage with expert blended learning coaches to develop their blended learning practices. This Spring pilot program is designed for teachers who have already introduced blended or personalized learning strategies in their classrooms. The program begins with an in-depth, 2-day Design Studio during which teachers will choose one area of their current blended learning practice that they want to further develop and collaborate with their coach to design a plan to implement these enhancements. The design studio is followed by ongoing virtual coaching, including biweekly meetings, as they implement their designs this Spring.
Updated: Feb. 03, 2016
In December 2015, the Consortium for Applied Studies in Jewish Education's (CASJE) latest blogcast with researchers, funders, and practitioners explored the different experiences that cultivate a sense of Jewish Peoplehood. The blogcast, which built on the Jewish Peoplehood Education Problem Formulation Convening, is part of CASJE’s process to develop research questions that help guide the practice of Jewish Education. The cast participants delivered a rich, engaging conversation that looked deeply at different elements around Jewish Peoplehood experiences.
Updated: Jan. 28, 2016
Registration is currently open for a free online course. In this new educational initiative, Yad Vashem together with Tel Aviv University, has created an online academic course on the Holocaust to be offered on a MOOC (Massive Open Online Course) platform. The course, 'The Holocaust: An Introduction' will be launched on January 24, 2016 on Coursera. The course was developed by the International School for Holocaust Studies at Yad Vashem and Yad Vashem International Institute for Holocaust Research together with Tel Aviv University. The project is led by Prof. Havi Dreifuss, Head of the Center for Research on the Holocaust in Poland at Yad Vashem's International Institute for Holocaust Research, and lecturer at Tel Aviv University.
Updated: Jan. 13, 2016
The United States Holocaust Memorial Museum is launching a “citizen history” project to examine Holocaust coverage during the 1930s and 1940s in local newspapers throughout the United States. Information about Nazi persecution and murder of Jews and others was available to the American public as it happened. This project will provide insight into how Americans—from ordinary citizens to the president—understood the threat of Nazism, perceived responsibility to respond to the Nazis’ expansionist and murderous goals, and dealt with the challenges that influenced response options. “Citizen historians” will be asked to engage in primary research using online databases, microfilm, and/or hardcopies of newspapers in local libraries, universities, and historical societies, and submit their resulting research data into a centralized online database.
Updated: Jan. 06, 2016
The aim of the MOFET Center for Technology, Education and Cultural Diversity (The TEC Center) is to increase tolerance towards those different to ourselves and reduce stereotyping and prejudice. Very few pupils in the world get to learn with pupils who are different culturally as well as socio-economically to themselves. We know that this lack of connection leads to low tolerance towards others. The idea behind the TEC Center is to use technology to slowly get to know “the other” and to build trust gradually between the pupils.
Updated: Jan. 06, 2016
Games for Peace (G4P) is a movement to bridge gaps between young people in conflict zones through a shared experience of playing popular video games requiring communication and collaboration within a virtual world. Rather than reinventing the wheel, G4P adapts internationally beloved games, particularly Minecraft, to accomplish its goal. Kids across the Middle East can play G4P together from the safety of their own school or home. One way to do this is periodic Play for Peace weekends, the first of which attracted 100 players in January 2014 in a fun collaboration to build the world’s first virtual peace village via Minecraft.
Updated: Jan. 06, 2016
The Promise, Reality and Dilemmas of Secondary School Teacher–Student Interactions in Facebook: The Teacher Perspective
We report on a multi-method study that seeks to explore if, how and why secondary teachers use Facebook (FB) to interact with their students. Issues of privacy, authority, and even abuse have fueled socio-political debates on the desirability of teacher–student FB contact, leading some authorities to curtail or even prohibit such contact. Proponents of harnessing Web 2.0 and Social media technology for learning purposes, on the other hand, have emphasized the many potential advantages for formal and informal learning. However, there is little empirical research on the scope, the nature and the purposes for secondary school teacher–student contact through social network sites. The present study makes a first step in this direction, by triangulating teacher survey data (N = 187) with in-depth teacher interviews (N = 11).
Updated: Dec. 30, 2015
Religious communities have ongoing concerns about Internet use, as it intensifies the clash between tradition and modernity, a clash often found in traditionally inclined societies. Nevertheless, as websites become more useful and widely accessible, religious and communal stakeholders have continuously worked at building and promoting them. This study focuses on Chabad, a Jewish ultra-Orthodox movement, and follows webmasters of three key websites to uncover how they distribute religious knowledge over the Internet.
Updated: Dec. 22, 2015