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Technology and nature combine in a fun way to transmit the values of shmita (the sabbatical year) in the Year of the Land Park, inaugurated in December, 2014 at Jerusalem’s Botanical Gardens. Participants first view a five minute film (with English subtitles) to introduce the concept of shmita. The visitors are then invited to participate in an interactive game throughout the park.

'I left with Moses' is an experimental Pesah seder learning format created by the Jewish Education Center of Cleveland's Curriculum Department with the goal of creating a stronger bridge between Jewish educational programs and the homes of children in grades 4-7. Part of the website is specifically geared to children ('Let's Do' and 'Let's Practice') and part of the site brings a big idea from the seder to parents ('Let's Learn').

Co-sponsored by ELI Talks and the Schechter Day School Network, the Teen ELI Contest seeks to inspire and reward students and schools who embrace passion, curiosity, 21st century learning and Jewish seeking. ELI talks are ‘inspired Jewish ideas’ addressing Jewish engagement (E), literacy (L), and identity (I) with Israel and peoplehood at the core. Similar to mini-TED Talks, schools are encouraged to adopt and adapt the proven pedagogy for preparing and delivering an “ELI talk” for middle and high school students. Developing a Teen ELI talk, with all the skill-building that process entails, serves as a powerful method of instilling a sense of Jewish pride and confidence. Participants benefit from a meaningful experience. Schools benefit from sharing their students’ powerful stories.

This article explores how preservice teachers can develop mentoring capacities (i.e., perspective taking, connection with students, and self - reflective opportunities on their roles as teachers) by participating in a historically - based online simulation game with middle school students. The arena for this exploration, the Jewish Court of All Time (JCAT), is a web - mediated learning platform that utilizes character play to enhance historical and cultural understanding. Through the description of three preservice teachers/mentors in JCAT, we illustrate how the preservice teachers/mentors work to support the learning of the middle school students while developing their teaching skill set. Our research explores the ways in which participation in the dual roles of character and mentor shapes the university students’ development as preservice teachers.