Three Technology Focal Points for Schools
June 28, 2023
Sharing Your Vision with Podcasting
June 28, 2023
Rabbi Avichai Pepper
It can be clearly observed that the style of education, and especially Torah education has transitioned over the past century. Children used to learn 1-on-1 or in small groups with a melamed around a table, often with only one sefer to share. Over the years, Torah education has grown from the melamed in the back of the shul to single-classroom schoolhouses to high-tech academic campuses. More recently, the largest impact on education is the usage and availability of technology. In a sense, teachers and adults are immigrants to the modern digital age in which students and children are natives. Being an immigrant to technology is defined as having not been raised in a digital environment and being less comfortable or even fearful of technology (Čut, 2017). As natives to technology, children do more through the usage of technology offered in a tech-savvy world. Natives to technology have a large-scale social life that exists within the digital world allowing their thoughts to be highly influenced by digital media (Wang, et al, 2013).
One of the main missions of schools is to prepare students for the future. It is therefore imperative for schools to implement technology into the everyday lives of their students. Success for students will be measured by digital abilities as most jobs now and in the future will require tech-savviness. Schools not offering an opportunity for students to access their education and nurture their technological inclinations are remiss. (Each school should consult Da’as Torah for guidance on this.)
Despite the importance that technology plays in everyday life, it also creates many issues and distractions in the classroom and at home. Children may walk around the house with earbuds in, limiting the organic interactions between parents and children and between siblings. As well, overstimulation from the amount of usage and connection to technology can lead to ADHD-like symptoms and classroom disruptions (Pepper, 2022).
Another issue is when school-related social drama continues after the school day ends on messaging apps and other digital media platforms. It goes without saying that all devices must be filtered, monitored, and locked down. Like everything else that we introduce into our lives and our schools, technology must be presented to the students with caution, explaining to children how it too can be best used to serve Hashem and enhance our level of kedushah.
Implementation Acknowledging that technology creates challenges is important, yet, when used appropriately it can be a positive and beneficial educational tool in schools. Technology can be used in the classroom in several ways, including review games, interactive projects, digital entrance and exit tickets, and evaluations.
The usage of games as a review is one of the more effective ways to engage students with materials already taught in class. Educational gaming platforms allow students to interact with the materials taught in classrooms in a fun way. Some of these platforms include Google educational suites, Pear-deck, Kami, Jamboard, Kahoot, Ed puzzle, Quizlet, Class Dojo, Seasaw, Go Noodle, Gimkit, and many more. Each of these platforms offers a unique experience for the student to interact with and study topics that have been taught in class.
Rethinking Teaching Technology invites teachers to rethink their teaching. Instead of just supporting their old methodology, teachers should think of ways to enhance the learning experience, using technology as a proactive teaching tool rather than a reactive review tool. One teaching platform that encompasses technology is the concept of the flipped classroom, or flip-teaching. In flip-teaching, the teacher pre-records their class or shiur and sends the video home as homework. In the classroom, the teacher then works in small groups to support the students as they work on the worksheets or online reviews that would have otherwise been assigned to be done at home. This method proactively uses technology and advanced education and the learner’s experience in school. This approach is extremely helpful in Torah learning, especially to support students from families that have a weaker Judaic-studies background.
Because flipped classrooms rely on teachers pre-recording classes, students can feel engaged in the classwork since the class is built on a technological and digital platform. Flip teaching teaches students in their native language and casts their teachers as digitally savvy and therefore relatable. Another added benefit is that students who are struggling with skills can review the videos on their own, but with their teachers. They can replay the video to find the point that they became confused about and identify their own learning needs. For students who need more time and additional instruction, the same videos that will be posted to the entire class can be sent a day ahead. This not only will give the struggling student a head start, but will also build their confidence in class the following day.
Another example of rethinking teaching involves the use of the Google Education Suite. Google has several powerful extensions that support teacher presentations, interactive classroom activities, and individualizing each student’s learning experience. Google shared docs can be used to have students work together on projects, share notes, or gather teacher feedback in real time. An extension like Pear Deck allows the students to learn at their own pace while feeling engaged and connected with the work. At the same time, the teacher can monitor each student’s work and give individualized attention to students who may be falling behind or to the gifted students who need additional work.
Technology has also changed the way that students go about project-based learning (PBL). PBL is designed to teach students to try and solve real world problems and present possible solutions. Before the use of technology as a learning tool, students would sit together and work on one file or paper presentation. Now, with shared work access through platforms like Google, students can sit in their own space and work together, proof each other’s work, and work collaboratively on the problem they are trying to solve. The presentations can also be multi-faceted with media files, review sheets, and question-and-answer forms. This helps to create a more engaged-looking presentation while allowing the instant intake of data.
Gaming platforms such as Kahoot are commonly used in classrooms as review activities. Gaming platforms can be used to see how much students gain in a class or on a topic but should also be followed up with reviews. Most gaming platforms offer data collection. This allows the teacher to track the progress of their students. This data is critical in evaluating the usage of technology in each classroom. Like many other gaming platforms, Kahoot offers the ability to pull reviews of each game. These reviews include the number of easy and hard answers, how many students completed the game, and which questions students struggled on. It also identifies individual players and their scores, as well as which questions they got right and wrong. Using all these tools in a classroom enables teachers to track their students, engage their students, and advance students’ learning experience. Following the exciting game, and utilizing the game platform, it is a good idea for teachers to prepare written review sheets. This allows the students to reflect on the game and the answers and move the review from a game to an educational experience.
Rabbi Avichai Pepper is a graduate of the New England Rabbinical College in Providence, RI. He holds a Master’s degree in Educational Leadership from Bellevue University, and Master’s degree in Counseling from Liberty University. He is currently a Doctoral candidate at Liberty University’s School of Education. Rabbi Pepper serves as the Director of Student Programming in the Berman Hebrew Academy Lower School and is the Guidance Counselor for Yeshiva of the Greater Washington boys division. He has been involved in chinuch for more than 20 years and is focused on student development and growth in a positive school culture and atmosphere.
Contact Rabbi Pepper at apepper@yeshiva.edu.