Search results for: Technology
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Yad Vashem, Israel’s Holocaust memorial, is one of several museums and institutions tapping into the potential of online presence and social media campaigns to raise awareness among an audience that increasingly has little first-person contact with the horrors of the Holocaust. “We realized in the last couple of years, particularly in social media, that people want to do something more participatory. It’s fine to read, learn and explore, but with the opportunity to engage with a particular topic or issue, people really want to do something,” said Dana Porath, Yad Vashem’s Internet Department Director. Porath, who was a Jewish educator for 15 years in North America before moving to Israel, began working at Yad Vashem in 1994 and joined the fledgling internet department in 1999. Today, the museum’s online presence is robust and growing. Five years ago, Yad Vashem began the IRemember Wall project in which participants are linked with specific names of victims. The algorithm is purposefully random, because, said Porath, “Every victim deserves to be remembered.” The project is held only once a year for International Holocaust Remembrance Day. Said Porath, it becomes “a collective experience” that combines the wall and the comments it garners. She said she expects to reach at least 3,000 participants this year.
Updated: Feb. 01, 2017
ICT (Information and Communication Technologies) in teacher education poses new challenges to faculty and students. This study was carried out to examine factors facilitating and hindering ICT implementation in teacher education institutes in Israel. Findings from our study, administered at two points in time, revealed that providing technological-pedagogical support to teacher educators and their perceptions and beliefs regarding ICT usage were consistent with being either facilitating or hindering factors in the integration process in colleges of education
Updated: Feb. 01, 2017
In the mid-1990s, a few dozen intrepid high school students enrolled in what were likely the first fully online high school courses. Fast forward twenty years later. It’s hard to think of students who take online courses as educational pioneers anymore. Taking an online course to fill a Biology, Math, or even Talmud credit seems run of the mill. After all, adults enroll in online courses all the time—to pass the DMV requirements, to learn how to use that new software for work, or to study Renaissance poetry in a MOOC. It’s only commonsensical that schools would harness this mode of teaching as well. In fact, over 2.2 million K-12 school students enroll in online courses annually. The vast majority of the students come from the public system, but hundreds of thousands of students from private and charter schools also enroll. Jewish day schools sign up their students as well, though on a smaller scale. While 4% of all American public school students take an online course, less than 1%t of Jewish day school students enroll in an online course for either General or Jewish Studies. Jewish day schools began experimenting with online learning less than a decade ago, and at this point, several thousand Jewish day school students participate in online learning courses every year. This number is steadily growing.
Updated: Jan. 18, 2017
What does it mean to have a Jewish state? For one thing, when living in a non-Jewish society, we often rely on non-Jewish neighbors to help us navigate difficult areas of Jewish practice, such as running hospitals on Shabbat. In a predominantly Jewish society in which many public services are run by the state, alternative solutions must be developed in order to foster Shabbat observance in the public arena. In this virtual tour of the Zomet Institute’s “Experiential Visitor Center”, students go behind the scenes to understand how the Zomet Institute’s Rabbis and Engineers solve techno-halachic problems by developing innovative and ingenious devices that enable Israeli society to maintain Shabbat observance in a modern context.
Updated: Jan. 17, 2017
Digital safety concerns, socio-economic status, pedagogical beliefs, and religious beliefs can all impact technology decisions within a school. Despite the unique contextual factors that influence school technology decision-making, teachers and students are still charged with using technology for teaching and learning in order to be 21st century learners. The purpose of this study was to explore how one Bais Yaakov school community, an all-girls private Jewish school, navigated the tensions of context and technology innovation through their adoption of 1:1 Chromebooks. Grounded theory ethnographic methods and activity theory were employed for data collection and analysis.
Updated: Jan. 05, 2017
Getting their Feet Wet: Trainee EFL Teachers in Germany and Israel Collaborate Online to Promote their Telecollaboration Competence through Experiential Learning
The paper presents a telecollaboration project between 54 pre-service teachers of English as a Foreign Language (EFL) studying at a teacher training college in Israel and a university in Germany. The telecollaboration involved a collaborative Project Based Learning Task (PBLT) in which the students compared and evaluated the ways EFL is taught in their respective contexts. The purpose of this ongoing study is to provide pre-service EFL teachers with an apprenticeship of learning ways that technology can be used to transcend classroom walls for virtual mobility and cooperation. It specifically intends to determine how such an apprenticeship can strengthen student teachers’ belief in their ability to implement telecollaboration in their own teaching.
Updated: Jan. 04, 2017
The rapid technological development in the last decade facilitates the integration of teaching and learning environments and tools into Seamless Learning outside of the classroom. Nowadays, the accessibility of knowledge anytime, anywhere breaches the traditional classroom borders and opens up many different learning possibilities via tools and applications for mobile learning, social networks, large-group learning environments, and so on. MOFET International invites you to an online seminar to be held during February 2017, in which we shall present theoretical, research-based, and applied aspects of environments and tools that are prevalent in the field today.
Updated: Dec. 28, 2016
Whether you teach high school or kindergarten, you’ll find a Hanukkah resource here you can use! These websites and apps can be adapted to provide a variety of learning experiences for your students, including blended learning. For more information on how to integrate these resources into your Hanukkah curriculum, contact us!
Updated: Dec. 14, 2016
As gaming culture continues to proliferate and innovations are constantly being made in the field, Rabbi Owen Gottlieb, an assistant professor of interactive games and media at the Rochester Institute of Technology, found a unique purpose for his latest project: teaching Maimonides’ Mishneh Torah through gaming. During the second day of the two-day conference this week organized by Hebrew Union College-Jewish Institute of Religion on “Crafting Jewish Life in a Complex Religious Landscape,” Gottlieb hosted a session exploring the implication of contemporary and near-future digital and analog technologies for the rediscovery, transformation and extension of various pathways for Jewish learning.
Updated: Dec. 08, 2016
The world of education is moving fast, especially in the realm of education technology. How can Jewish educators keep up with the frenetic pace of new sites, apps and platforms appearing (and disappearing) constantly? More to the point, how can these resources be adapted to the world of Jewish education? Thus was born the idea of CJEiLearn. Created by the Friedman Commission for Jewish Education, located in West Palm Beach, Florida, CJEiLearn is a free resource specifically geared for Jewish educators working in both supplementary and day school settings. It is designed to help make sense out of the virtual “embarrassment of riches” that characterizes the Ed Tech universe, uniquely framing it within the needs of Jewish education.
Updated: Nov. 23, 2016