Search results for: Gamification
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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
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
Lost & Found is a game series, created at the Initiative for Religion, Culture, and Policy at the Rochester Institute of Technology MAGIC Center. The series teaches medieval religious legal systems. This article uses the first two games of the series as a case study to explore a particular set of processes to conceive, design, and develop games for learning. It includes the background leading to the author's work in games and teaching religion, and the specific context for the Lost & Found series. It discusses the rationale behind working to teach religious legal systems more broadly, then discuss the hermeneutics influencing the approach to understanding the legal systems being modeled and closes with a discussion of the kind of teaching and learning involved in the design of the games and early stage data on the public play of the games.
Updated: Nov. 14, 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
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
Being a classroom teacher can be an isolating experience. You may not know where to turn for new ideas and wish there was a way you could benefit from the experimentation and expertise of others in classrooms like yours across the country. Fortunately, in the past few years, Jewish day school educators have been able to find networks designed to incubate and spread ideas and practices. As a network-weaver working at the AVI CHAI Foundation, I have an interest in understanding and documenting these networks, which could range from organized programs, such as the JDS Collaborative, for which I serve as program officer at AVI CHAI, to a much less formal Twitter chat. Let’s look at what these networks are, which ones are more likely to scale through successfully spreading ideas, and why.
Updated: Jun. 27, 2018
The use of games in education is not a new phenomenon, but in recent years it has caught fire. A 2016 survey found that the number of teachers using games and online apps in their classrooms had doubled in six years. Games are taking off in Jewish day schools, too. To proponents, the advantages are manifold, from promoting collaboration and problem-solving skills to reducing fear of failure, as students learn organically from their own mistakes much as they improve at video games with repeated play.
Updated: Jun. 13, 2018
In preparation of Israel’s 70th anniversary, Ji Tap’s game-creator tool has been updated with a special collection on Zionism and Israeli Culture. In the new creator packs, you can find key figures from the country’s founding history all the way to modern day history; Natan Sharansky, Golda Meir, Ilan Ramon, Chaim Nachman Bialik, Naomi Shemer and more. In addition to the collection of personalities and figures, our 70th Independence Day collection has been updated to make the production of digital games for the 70th anniversary easier and more enjoyable than it has ever been!
Updated: Apr. 11, 2018
Israel has embarked on a number of policies meant to improve its education system, including reducing inequality among the ultra-Orthodox and Arab communities, as well as approving a 70 million shekel initiative last summer to improve English proficiency in schools. As the “Startup Nation,” innovation also plays a key role. MindCET, an organization that brings together educators and entrepreneurs to develop groundbreaking tech in education, has been working in this space since 2012 to find education tech (EdTech) startups, tapping into gaming, artificial intelligence, and machine learning, to transform the Israeli learning environment.
Updated: Mar. 19, 2018
The Hayyinu Ke-holmim (“We Were as Dreamers”) initiative is a project of Herzog College, in cooperation with the Israeli Ministry of Religious Education.This initiative focuses on individual daily study of books of Tanakh: Joshua, Judges, Samuel, Kings, Ezra, and Nehemiah, with the aim of studying one chapter each day. All students in the State Religious School System (HEMED) participate. The communal learning of Nakh (Prophets and Writings) by all of the HEMED students is being carried out under the slogan “We Were as Dreamers – the State of Israel’s Existence in Light of the Vision of the Prophets.”
Updated: Feb. 12, 2018