tag:blogger.com,1999:blog-301331852024-02-28T12:54:11.921-05:00Tech RavDiscussions at the Intersection of Technology and Jewish Education.TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.comBlogger320125tag:blogger.com,1999:blog-30133185.post-87963754467738869662022-12-22T09:48:00.001-05:002022-12-22T09:48:08.175-05:00I asked ChatGPT to write a ten page vort connecting Chanukah, Parshat Miketz, and Lebron James. This is how it responded...<p> <span style="background-color: #f7f7f8; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; white-space: pre-wrap;">It may seem unlikely at first, but there are actually several ways in which Chanukah, Parshat Miketz, and LeBron James can be connected in a vort, or Jewish discourse.</span></p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">First, let's start with Chanukah, the Festival of Lights. This holiday commemorates the miracle of the oil in the Temple in Jerusalem, when the Jews were able to rededicate the Temple and reclaim their religious practices after defeating the Greeks. The story of Chanukah teaches us about the resilience and determination of the Jewish people, as well as the importance of faith and tradition.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">Now, let's move on to Parshat Miketz, or the portion of the Torah containing the story of Joseph. Joseph, a young man who was sold into slavery by his brothers, eventually rises to a position of power in Egypt through his wisdom and leadership. He is able to save his family and the people of Egypt from famine, illustrating the theme of redemption and the power of perseverance.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">So how does LeBron James fit into all of this? Well, LeBron James is an American professional basketball player who has faced numerous challenges and adversity throughout his career. Like the Jews in the story of Chanukah and Joseph in Parshat Miketz, LeBron James has demonstrated resilience, determination, and perseverance in the face of adversity.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">For example, LeBron has faced criticism and doubt from the media and fans throughout his career, but he has consistently proven himself to be a top-tier athlete and leader on and off the court. He has also faced challenges in his personal life, such as the loss of his mother, but has used his platform and influence to give back to his community and inspire others.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">In this way, LeBron James can be seen as a modern-day example of the themes of redemption, determination, and perseverance that are present in the stories of Chanukah and Parshat Miketz. Just as the Jews were able to overcome adversity and reclaim their traditions, and Joseph was able to rise to a position of power and save his family and community, LeBron James has also been able to overcome challenges and achieve great success in his career and personal life.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px; white-space: pre-wrap;">Furthermore, LeBron James can also be seen as a role model for the importance of family and community. Like the Jewish people, who have a strong sense of community and place great value on family, LeBron James has spoken about the importance of his family and their support in his life and career. He has also used his platform to give back to his community and inspire others to do the same.</p><p style="--tw-border-spacing-x: 0; --tw-border-spacing-y: 0; --tw-ring-color: rgb(59 130 246 / 0.5); --tw-ring-offset-color: #fff; --tw-ring-offset-shadow: 0 0 #0000; --tw-ring-offset-width: 0px; --tw-ring-shadow: 0 0 #0000; --tw-rotate: 0; --tw-scale-x: 1; --tw-scale-y: 1; --tw-scroll-snap-strictness: proximity; --tw-shadow-colored: 0 0 #0000; --tw-shadow: 0 0 #0000; --tw-skew-x: 0; --tw-skew-y: 0; --tw-translate-x: 0; --tw-translate-y: 0; background-color: #f7f7f8; border: 0px solid rgb(217, 217, 227); box-sizing: border-box; color: #374151; font-family: Söhne, ui-sans-serif, system-ui, -apple-system, "Segoe UI", Roboto, Ubuntu, Cantarell, "Noto Sans", sans-serif, "Helvetica Neue", Arial, "Apple Color Emoji", "Segoe UI Emoji", "Segoe UI Symbol", "Noto Color Emoji"; font-size: 16px; margin: 1.25em 0px 0px; white-space: pre-wrap;">In conclusion, while Chanukah, Parshat Miketz, and LeBron James may seem like unrelated events at first glance, they are actually connected by the themes of redemption, determination, perseverance, and the importance of family and community. These themes remind us of the resilience and strength of the human spirit and the power of hope and determination to overcome even the most difficult of circumstances.</p><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-9673818838970307642022-12-09T12:06:00.003-05:002022-12-09T12:06:57.282-05:00 More thoughts on OpenAI’s ChatGPT in educationI have a confession to make. I can’t speak Hebrew fluently. I can read and comprehend, I can write - somewhat - but when it comes to speaking, I get marble mouth every time I try. I am quite embarrassed about this. I have spent three years living in Israel. But I still can’t speak Hebrew. Back in my first year learning post high school in an Israeli Yeshiva, I had a Yemenite Israeli roommate for two weeks. He taught me two words - Mefunak Amerikai (spoiled American). Then we parted ways due to irreconcilable differences.<br /><br />Then I had two Anglo Israeli roommates. Who spoke to me in English. And a wonderful Anglo Israeli older chavrusa. A member of the Tzanhanim - Israeli paratroopers - who spoke to me in English. And a wonderful Anglo Israeli rebbe. A first class Talmid Chacham. Who taught me to think in new ways. He taught in Hebrew. But allowed me to respond in English.<br /> <br />I share this because learning to speak a language is hard. And the only way to do this is to practice, practice, practice. To struggle with the words. To embarrass yourself. Many times. But I never did this. Because my Israeli friends who taught me a love for Eretz Yisrael and Torat Yisrael never forced me to do the hard work of speaking. So I can’t speak.<br /> <br />I share this because this is my fear with OpenAI’s ChatGPT.<br /> <br />It’s a chatbot using artificial intelligence. That can carry on conversations. And write essays. And it’s already crazy good. And only gonna get better. And I am sure creative teachers will find ways to use this in class. As a source students can cite similar to Wikipedia. And for assignments where students correct the artificial intelligence when it gets things wrong.<br /><br />But this will never teach students how to write. Because writing is really hard. It requires lots and lots of practice. On many different types of assignments. From writing letters to five paragraph essays and term papers and speeches arguing for freedom in oppressive regimes or sushi in the cafeteria. If we think we no longer need this since we can just use the AI to write our first draft, we will never learn to write.<br /> <br />And this would be very sad for me as a teacher who loves learning and for us as a society. Because writing is how I think. I compose my ideas in writing to better formulate, revise, and rethink. And with AI chatbots, I am afraid our students will lose the ability to write fluently. And with this their ability to think clearly. A true AI apocalypse.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-68371404949443359922022-12-08T17:57:00.013-05:002022-12-09T06:26:59.705-05:00Is this the coming of the AI apocalypse?Here is something to <strike>think</strike> worry about...<br /><br />Artificial intelligence has gotten so good that it can now write Dvar Torahs or essays that are quite difficult to distinguish from those written by humans. For those who know the history of computing, this is the definition of a computer that can pass the <a href="https://en.wikipedia.org/wiki/Turing_test">Turing Test</a>. <br /><br />Don't believe me? <div><br /></div><div>Below is a Torah thought written on this week's Parsha <a href="https://chat.openai.com/chat">ChatGPT (openai.com)</a>. I posted it as a video so you can see the writing process by the AI.<p style="background-color: white; color: #222222; font-family: Arial, Helvetica, sans-serif; font-size: small;"><b>Vort on the Parshat Hashavua composed by Open AI chat bot</b> - <a data-saferedirecturl="https://www.google.com/url?q=https://www.loom.com/share/780145a5e77e46e0a8df255bbb400ac4&source=gmail&ust=1670624707876000&usg=AOvVaw1PpHh1KF-tXHBJwdQRGplp" href="https://www.loom.com/share/780145a5e77e46e0a8df255bbb400ac4" style="color: #1155cc;" target="_blank">Watch Video</a></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1PEJVbKIx9cFLhjLcyo2bnFDsEMyC3wz1xWaHOTyrwYUo3b1u3stkv3S5pFfZj1dVSO260k4Iag2i4145GBipBJvTPy524YUypei4iPQGUwK2G6Rk9z_l3PlKRbC95-bVEfpUAJl6nzLHjDAZanXiLUL7EpRAbFZM_TLUjEQ5_IKtzfnw8g/s640/ai%20vort.gif" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1PEJVbKIx9cFLhjLcyo2bnFDsEMyC3wz1xWaHOTyrwYUo3b1u3stkv3S5pFfZj1dVSO260k4Iag2i4145GBipBJvTPy524YUypei4iPQGUwK2G6Rk9z_l3PlKRbC95-bVEfpUAJl6nzLHjDAZanXiLUL7EpRAbFZM_TLUjEQ5_IKtzfnw8g/s320/ai%20vort.gif" width="320" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">Here is the actual AI Dvar Torah.</span></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf9Q1PsY6vTapkb0tAd_hbAtwCAcIoVnCpf_9_F3r_ffpsBC3LjXUdR7tN6kkcXTxr9rk7Y3I6vUkW9K6vkIKJTNAL4lY6V_CvcZ5QAkoaoo06FKRqDuJu5Z26HB5R9sltqKK8N7lI7PgZqKUvT7jK-5F7Uqtv5vfNFYmu7CbyAXshMTpAwg/s1536/2022-12-03_19-31-45.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="753" data-original-width="1536" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhf9Q1PsY6vTapkb0tAd_hbAtwCAcIoVnCpf_9_F3r_ffpsBC3LjXUdR7tN6kkcXTxr9rk7Y3I6vUkW9K6vkIKJTNAL4lY6V_CvcZ5QAkoaoo06FKRqDuJu5Z26HB5R9sltqKK8N7lI7PgZqKUvT7jK-5F7Uqtv5vfNFYmu7CbyAXshMTpAwg/w563-h276/2022-12-03_19-31-45.png" width="563" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div>And AI Chat bot addressing the Halachic question, can one be Yotzi Mikra Megilla on Zoom.<br /><div class="separator" style="clear: both; text-align: left;"><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqCwyeuVLsWu8xOVxZiqPJCGuchj6kmhe109g_5tr1kGx_vFNLMyiql_58PxbXuY3d1P4B3r6c1dQO0PH8oik0_mp7Kzvt6_eY5W7vbuQyBmhjE3iu98ByQ0hksVTeBjKQng7SM2RodSGCGCr7Vk0g4h7E09T4vgKvrSyGq5jx2_9K1A2-zA/s1464/zoom%20megillah%201.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1464" data-original-width="945" height="478" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqCwyeuVLsWu8xOVxZiqPJCGuchj6kmhe109g_5tr1kGx_vFNLMyiql_58PxbXuY3d1P4B3r6c1dQO0PH8oik0_mp7Kzvt6_eY5W7vbuQyBmhjE3iu98ByQ0hksVTeBjKQng7SM2RodSGCGCr7Vk0g4h7E09T4vgKvrSyGq5jx2_9K1A2-zA/w309-h478/zoom%20megillah%201.png" width="309" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaHf2G9v9r-of4WrbmzPX3CEZZriC1cCWdcTHzn1EldSq6L9aTHjmqHtT421cZ3H5z-EQpw-H7E7nLlKeHkjxAF0c6-1MQcT7xr3mYJen0yQLYyONPfDEoa7RE9wXLqEoxRofceycxiWALsI9BnPcMQ45mJy78ERO0HcqUisVoZGTmfL812g/s1161/zoom%20megillah%202.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="766" data-original-width="1161" height="211" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiaHf2G9v9r-of4WrbmzPX3CEZZriC1cCWdcTHzn1EldSq6L9aTHjmqHtT421cZ3H5z-EQpw-H7E7nLlKeHkjxAF0c6-1MQcT7xr3mYJen0yQLYyONPfDEoa7RE9wXLqEoxRofceycxiWALsI9BnPcMQ45mJy78ERO0HcqUisVoZGTmfL812g/s320/zoom%20megillah%202.png" width="320" /></a></div><br /> </span></div>And here is an AI composed essay on emancipation and the Civil War.<div class="separator" style="clear: both; text-align: left;"><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLbyVyVdcXDIeoNNrKb6bHHT787p1GBv-2wvYgbL3O3hOdqCdTkzFVJ4fBSN9S0I2ypsM5a8nmijVzB2a8X5R8_JnCvggsFjKU6tr-lW5sy7SP4So3VTa_Etkh_AUH1XVCkhZzo3SA7JgSVyKu7yL0QYhB4JZYnk_iLSYp2kKIsWOjgHPBPA/s1536/History%20AI%20Essay.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="753" data-original-width="1536" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLbyVyVdcXDIeoNNrKb6bHHT787p1GBv-2wvYgbL3O3hOdqCdTkzFVJ4fBSN9S0I2ypsM5a8nmijVzB2a8X5R8_JnCvggsFjKU6tr-lW5sy7SP4So3VTa_Etkh_AUH1XVCkhZzo3SA7JgSVyKu7yL0QYhB4JZYnk_iLSYp2kKIsWOjgHPBPA/w612-h300/History%20AI%20Essay.png" width="612" /></a></div><br /><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;"><br /></span></div><span face="Arial, Helvetica, sans-serif" style="background-color: white; color: #222222; font-size: small;">And one comparing and contrasting the Catcher in the Rye and Dead Poets Society.</span></div><div class="separator" style="clear: both;"><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNTUuNuCHZoVwFVtfnTUEGO6qpOntICQPB0eh1mtartjtsc9LSpTsTecz6dyh-8yxM0DIPhoeeGD81bbYJ_bhU9FFGH0yVZrdWz3uP-3rgEyRp6IbEkaxS9qPA1U_a2Jd7-e7SODan54Yv8ccOF8ql8HtV-JUrT2qPU85VIu7OZ-sBjcm7A/s805/2022-12-03_21-04-00%20(1).png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="695" data-original-width="805" height="503" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUNTUuNuCHZoVwFVtfnTUEGO6qpOntICQPB0eh1mtartjtsc9LSpTsTecz6dyh-8yxM0DIPhoeeGD81bbYJ_bhU9FFGH0yVZrdWz3uP-3rgEyRp6IbEkaxS9qPA1U_a2Jd7-e7SODan54Yv8ccOF8ql8HtV-JUrT2qPU85VIu7OZ-sBjcm7A/w584-h503/2022-12-03_21-04-00%20(1).png" width="584" /></a></div><br /><br />And one summarizing the major thesis of Rav Joseph B. Soloveitchik's Halachic Man.<div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJViddBzfJRN_TRcsQ1PP9cB2jvJRZPvqseMpezioVvsyt8XaHqrECuM3MkU51fNH78Yeh0d52UuHId0M6nQXkIqCBLoAapnaG3UO_ba6xMG5PCNTlpi4Jzg2m99N3fsj3W_qwV9bnSOuTjHjghUKAlQ9aV9Gs6x8Cq09tnNQ9up2N6wuFKw/s735/halachic%20man%201.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="537" data-original-width="735" height="361" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJViddBzfJRN_TRcsQ1PP9cB2jvJRZPvqseMpezioVvsyt8XaHqrECuM3MkU51fNH78Yeh0d52UuHId0M6nQXkIqCBLoAapnaG3UO_ba6xMG5PCNTlpi4Jzg2m99N3fsj3W_qwV9bnSOuTjHjghUKAlQ9aV9Gs6x8Cq09tnNQ9up2N6wuFKw/w493-h361/halachic%20man%201.jpg" width="493" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqe_ivQgcIow_4hGk9y6gSVUXXxKxIpaI7XOeMX_Mh4hDYqu7bYjiBMragpP_khjuNpJe-q_sei8Moo4MbwEB5lzl28FRoZRB7wNLkDRcEbeR0s--870-WRPkkCCR7iyHEVXApwBWRgATJj86UGuPem2to3dPMMnEvZ22J2KaRH6gGkFnbVw/s672/halachic%20man%202.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="672" height="364" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqe_ivQgcIow_4hGk9y6gSVUXXxKxIpaI7XOeMX_Mh4hDYqu7bYjiBMragpP_khjuNpJe-q_sei8Moo4MbwEB5lzl28FRoZRB7wNLkDRcEbeR0s--870-WRPkkCCR7iyHEVXApwBWRgATJj86UGuPem2to3dPMMnEvZ22J2KaRH6gGkFnbVw/w492-h364/halachic%20man%202.jpg" width="492" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div>And finally, one about the 8 days of Chanukah.<div class="separator" style="clear: both; text-align: left;"><a href="https://youtube.com/shorts/XB3X3vpRAM0?feature=share" target="_blank">OpenAI Chatbot explains the miracle of Chanukah</a><br /></div><br /><br />Besides the fact that this AI is <a href="https://slate.com/technology/2022/12/chatgpt-openai-artificial-intelligence-chatbot-whoa.html">crazy good</a> and <a href="https://www.dailymail.co.uk/news/article-11505957/Gmail-creator-predicts-total-disruption-Google-chatbot-ChatGPT-challenges-tech-giant-monopoly.html">might overtake Google Search</a> in the near future, what are the implications of AI for education?<br /><br />Some (correctly) surmise that this means the end of the five paragraph essay.<blockquote class="twitter-tweet"><p dir="ltr" lang="en">I guess GPT-3 is old news, but playing with OpenAI’s new chatbot is mindblowing. <a href="https://t.co/so1TuXMQB0">https://t.co/so1TuXMQB0</a> <br /><br />We’re witnessing the death of the college essay in realtime. Here’s the response to a prompt from one of my 200-level history classes at Amherst<br /><br />Solid A- work in 10 seconds <a href="https://t.co/z1KPxiAc1O">pic.twitter.com/z1KPxiAc1O</a></p>— Corry Wang (@corry_wang) <a href="https://twitter.com/corry_wang/status/1598176074604507136?ref_src=twsrc%5Etfw">December 1, 2022</a></blockquote> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><div class="separator" style="clear: both; text-align: left;"><br /></div>Others counter that AI can be successfully <a href="https://the-decoder.com/a-teacher-allows-ai-tools-in-exams-heres-what-he-learned/">incorporated into exams</a> so students are challenged to utilize the AI as a source citation much like they would any other reference and improve upon it.<br /><br />My friend, Rabbi Daniel Rosen <a href="https://rosends.blogspot.com/2022/12/shall-we-play-game.html">fears</a> that students using AI will supplant the building blocks needed to teach writing and thinking. This could stunt their future growth. We might think these skills are no longer necessary but without constant practice om the basics, our student's ability to reason or conduct logic based arguments can be seriously handicapped.<br /></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Here is the response from the AI chat bot.<div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwSuvG3fpqnG4Vt87Z6DUVV0doAU1G7uHEdHzfhOD0EQ89uml1Tfa3LNJbqYgKcjttIj7qbTsSAxlNNBjs_Yg8aoB0j96muZVlJ7mG51tMvgjRILNh740hxsY7fuJLm7qwU2UP-Z5YEIKiprWgIccXiDlbEDbnSb8Z0N4flPApx191gqEWSw/s842/image%20(4).png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="842" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwSuvG3fpqnG4Vt87Z6DUVV0doAU1G7uHEdHzfhOD0EQ89uml1Tfa3LNJbqYgKcjttIj7qbTsSAxlNNBjs_Yg8aoB0j96muZVlJ7mG51tMvgjRILNh740hxsY7fuJLm7qwU2UP-Z5YEIKiprWgIccXiDlbEDbnSb8Z0N4flPApx191gqEWSw/w605-h323/image%20(4).png" width="605" /></a></div><div class="separator" style="clear: both; text-align: left;">I’m no Luddite. But I’ve always thought that the best way to teach a student to think is to teach that student to write. If AI writes their essays, this seems very different. Almost like an AI apocalypse.</div><div class="separator" style="clear: both; text-align: left;"><br /></div></div></div><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-35468718185365781652019-01-05T20:39:00.002-05:002019-01-06T08:30:18.899-05:00Cougar Nation Network and the Power of Constructive FeedbackLast Friday, <a href="https://www.linkedin.com/in/mike-roth-59660964/">Mike Roth</a>, professional TV sports director and producer spent an hour critiquing a bunch of high school students and the kids loved every minute of it.<br />
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Let me explain.<br />
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Mike spoke for the second time in three years with the <a href="http://cougarnationnetwork.com/">Cougar Nation Network</a> student broadcasting club in which I have the privilege to serve as faculty advisor. He came prepared, watching hours of footage of recent games broadcast on the Cougar Nation Network <a href="https://www.youtube.com/channel/UChi2xkL3DJOBsHcmC6kmCJQ">Youtube channel</a>. Before and after the meeting, Mike was gushing with positive feedback about the crew describing how far they have come since he first met them three years ago and kvelling that he figured that he will be working for them one day.
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<a href="https://www.instagram.com/p/Br_a9HohUYN/?utm_source=ig_embed&utm_medium=loading" style="background: #FFFFFF; line-height: 0; padding: 0 0; text-align: center; text-decoration: none; width: 100%;" target="_blank">
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<a href="https://www.instagram.com/p/Br_a9HohUYN/?utm_source=ig_embed&utm_medium=loading" style="color: black; font-family: "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_blank">Had a blast speaking with the kids @frischschool. Cougar Nation Network streams a ton of HS sports. I met the group 3 years ago and it’s amazing to see how far they have come. I figure I’ll be working for them one day!</a></div>
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A post shared by <a href="https://www.instagram.com/rothy99/?utm_source=ig_embed&utm_medium=loading" style="color: #c9c8cd; font-family: Arial,sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px;" target="_blank"> Mike_Roth</a> (@rothy99) on <time datetime="2018-12-30T00:13:53+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Dec 29, 2018 at 4:13pm PST</time></div>
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But when he spoke to the crew he was all business.
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“We are going to get naked. I am going to tell you like it is so that you can learn and grow.”</blockquote>
Mike proceeded to speak to the students like he speaks to his own professional crew. The purpose of every broadcast, he explained, is to educate and entertain. He implored our students to come prepared and have a plan, describing how the pros prepare 9 hours for a 90 minute broadcast. He spoke of the importance of framing the game from the outset; using the opening minutes of the broadcast to describe the what, the who, and the where. What sport is it? Which teams are playing? Where is the game being played? Followed by the why. Why is this game important? What are the stakes for the season, making the playoffs? What happened prior? Is there a history between the two teams?<br />
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Mike described how each broadcaster needed to know their role, with the color commentator focusing on providing greater insights into the play and not trying to describe the actual play, talking over the play by play announcer. He criticized the broadcast at times, speaking about how sports broadcasts are not the place for giving “Dvar Torahs”. “People come to watch basketball or hockey, not to hear Rashi or Rambam”, he said.<br />
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One would expect with his tone, overall positive but honest and at times critical, it would be hard for the students to listen to. How many of us find it difficult to accept criticism? And in a school setting, how many students, especially teenagers, are only interested in getting a “good grade” and tune out any critique? And yet the crew of aspiring student broadcasters loved it. They took copious notes and immediately implemented the points Mike addressed.<br />
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You can see the results in our 3 games in the week since his talk. Notice the announcing in the opening of the junior varsity hockey game in which the crew framed the game describing the stakes and producing graphics illustrating the various scenarios for a possible playoff run. In the varsity game, the techie, who Mike said should function as the broadcast producer, reminded the two announcers of their clear roles and as the game proceeded the color commentator grew more comfortable in his position, giving relevant feedback complementing the play by play without speaking over him. In the basketball broadcasts the crew chief, once again the person on “tech”, worked for hours prior to the game preparing six pages of game notes and it showed in the highly professional announcers who benefited from the detailed bullet points which they were able to convey to the audience watching at home.<br />
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There are a number of factors which led to the readiness of the crew to listen to and implement the constructive feedback from Mike Roth.<br />
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<b>Creds:</b> Mike Roth as a professional broadcaster with decades of experience had tremendous gravitas to the young aspiring high school broadcasters. The students knew he was a professional and his comments, even when sometimes critical, came from vast knowledge and real-world experience.<br />
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<b>Preparation:</b> Amazingly, despite his busy schedule as a broadcaster, Mike took the time to watch hours of Cougar Nation Network broadcasts before he spoke to the crew and it showed. He didn't give general comments. He would say to the club leader who was on the computer, fast forward to 1 hour, 20 minutes, and 20 seconds of last year’s baseball championship and then begin describing this moment of the broadcast in detail. His examples told the students two things. Firstly, that this professional broadcaster took the time to really study their games, and secondly, his specific and timely feedback was more actionable to change and improve future games.<br />
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<b>Heart: </b>It was clear that although Mike was sometimes critical, he spoke from a place of love using an overall positive in tone. He clearly loved mentoring the next generation of broadcasters. When kids know someone really cares about them and their personal and professional growth, they are willing to listen to them even when sometimes it is hard. His words resonated because they came solely for the purpose of improving their craft.<br />
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There is one more factor that I believe contributed to the crew’s willingness to continuously improve, something I have <a href="https://www.jewishlinknj.com/features/12249-cougar-nation-livestreaming-real-world-project-based-learning">written</a> about in the past, the real-world public audience for their broadcasts. The Cougar Nation Network crew knew that there are hundreds and sometimes thousands of fans watching their broadcasts. They wanted to improve in order to produce the best possible product for their dedicated fans.<br />
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This creates a virtuous cycle. Mike Roth critiques the crew. The very next week, the crew implements much of the feedback in their three livestreamed games. They receive more feedback, this time from their friends, classmates, parents, and fans who watched the broadcasts.This motivates them to improve even further in future broadcasts.<br />
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I have one question which I don’t have a ready answer for. How can we implement this type of virtuous feedback cycle not only in extra-curricular activities like Cougar Nation Network but in regular academic classes as well? I don’t know how to make students ready to receive and act upon honest teacher feedback in a classroom setting the way they do for a passion-driven school club like Cougar Nation Network. Perhaps the answer is to allow students to pursue their passions more even in the context of their regular school classes as well. A goal we can all aspire to.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-61671882413846438292018-03-13T09:54:00.001-04:002018-03-13T09:57:18.467-04:00Jeremiah in Virtual Reality by Judah Mantell ‘19, Yeshivat Frisch<i>The following piece by my student Judah Mantell, cross-posted from <a href="https://www.midnightcoffeeinc.com/blog/jeremiah-in-virtual-reality">Midnight Coffee Inc</a>, is an update on his Virtual Reality Tanach Project which is funded by the Jewish Education Project's <a href="https://www.jewishedproject.org/student-driven-solutions-blogsvlogs">Student-Driven Solutions</a> grant.</i><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwMnUII3HVJRh8BZjYQYBaleZltlVB-uGOwteRm3fUhnlNEUyykbSzOBQNNOPv9SpDNp5SjErpSZdzssUXyzrUzwOz4OSVuyiFyG7LDcbd_KFs3MWxE2RqfhP3J7_eIu0DrH-z/s1600/IMG_6328.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="590" data-original-width="716" height="328" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwMnUII3HVJRh8BZjYQYBaleZltlVB-uGOwteRm3fUhnlNEUyykbSzOBQNNOPv9SpDNp5SjErpSZdzssUXyzrUzwOz4OSVuyiFyG7LDcbd_KFs3MWxE2RqfhP3J7_eIu0DrH-z/s400/IMG_6328.JPG" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Rabbi Pittinsky AKA <a href="https://twitter.com/techrav" target="_blank">TechRav</a> experiencing Tanach in Virtual Reality.</td></tr>
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In my project, Jeremiah VR, students and teachers can walk through a museum environment and explore the verses of the Book of Jeremiah. At the present time, I am creating a beta version of Jeremiah, Chapter 1. The user is fully tracked in 3D space, allowing him/her to walk around the physical space available or teleport using the tracked motion controllers.<br />
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The controllers each have multiple buttons including a thumbstick, two triggers, and a full touchpad. By pushing up on the thumbstick in either hand, the user can then point to where he/she would like to teleport to. Pointing at and selecting the text of the verses will trigger some sort of interaction. Depending on the verse, this might be a map, animation, speech bubbles, or a recording.<br />
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This is only the beginning, and the project will continue to be iterated into a fully interactive experience. In the future, objects will be able to be held and inspected up close, the environment will be full of other chapters from Jeremiah as well, and there will be full sound. This will allow the user to experience the world of the prophets gaining a tangible impression of the world of the prophets.<br />
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Watch my video demonstration below.<br />
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<iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/4K5tVQCqp-w?controls=0" width="560"></iframe><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-84710503019428331442018-01-28T12:30:00.000-05:002018-01-29T15:18:03.504-05:00Freeing Ourselves and our Students from Functional FixednessMy friend, former NCSYer, and fellow EdTech enthusiast <a href="https://www.jfunders.org/the_maker_movement_jewish_edtech" target="_blank">Tzvi Hametz</a> recently posed a question about the concept of <a href="https://en.wikipedia.org/wiki/Functional_fixedness">functional fixedness</a> in Jewish sources.<br />
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Functional fixedness is defined on Wikipedia as "a <a href="https://en.wikipedia.org/wiki/Cognitive_bias">cognitive bias</a> that limits a person to using an object only in the way it is traditionally used." <a href="https://en.wikipedia.org/wiki/Karl_Duncker" target="_blank">Karl Duncker</a> illustrated this concept through his <a href="https://en.wikipedia.org/wiki/Candle_problem" target="_blank">candle problem</a> experiment. In this experiment, participants were given a candle, a box of tacks, and matches and asked how they could hang the lit candle on the wall without dripping wax on the table below. The simple solution is to put the candle inside the box and tack it to the wall. The wax would then drip into the box instead of on the table. See the illustration below.</div>
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<a href="https://commons.wikimedia.org/wiki/File%3AGenimage.jpg" title="By Karl Duncker [Public domain], via Wikimedia Commons"><img alt="Genimage" src="https://upload.wikimedia.org/wikipedia/commons/d/d6/Genimage.jpg" width="256" /></a>
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However, very few respondents saw this obvious solution. The reason is functional fixedness. Participants could not see beyond the function of the box as a receptacle to hold the tacks and therefore did not consider the box as a tool to solve their problem. Interestingly, five year olds when posed with this same experiment had no problem solving it. People aged seven and up started to see the box only for its originally intended purpose as a box for tacks which could not be used in solving the problem. This cognitive bias then is not a limitation we are born with. It is something we learn with experience.<br />
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Functional fixedness is not just a challenge when solving engineering problems but can be viewed much more broadly as a bias we face in every aspect of life when trying to "think out of the box".<br />
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In addressing challenges, we are limited by what we know. We often cannot see beyond our worldview to consider possibilities that might be directly in front of us but are not a part of our everyday experience. I view education as the process of helping learners discover what they don't know but might want to learn more about. This is what former US Secretary of Defense Donald Rumsfeld called the <a href="https://en.wikipedia.org/wiki/There_are_known_knowns" target="_blank">unknown unknowns</a>, the aspects of our world that are so hidden from us that we don't even know that we don't know about them.<br />
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In responding to Tzvi Hametz's query about Jewish sources for functional fixedness, I immediately turned to the biblical account of the Exodus in this past week's Torah portion.<br />
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After the Israelites were freed from Egypt, Pharaoh had second thoughts, sending more than six hundred chariots and officers to overtake the Hebrew multitude. When the Israelites saw the army of the Egyptians bearing down on them, they became frightened and cried out to Moses.<br />
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"Was it for want of graves in Egypt that you brought us to die in the wilderness? What have you done to us, taking us out of Egypt? Is this not the very thing we told you in Egypt, saying, ‘Let us be, and we will serve the Egyptians, for it is better for us to serve the Egyptians than to die in the wilderness’?” - <i><a href="https://www.sefaria.org/Exodus.14.11-12?lang=en" target="_blank">Exodus 14:11-12</a></i></blockquote>
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The medieval commentator <a href="https://en.wikipedia.org/wiki/Abraham_ibn_Ezra" target="_blank">Ibn Ezra</a> poses a fascinating question. The Children of Israel at this point consisted of more than six hundred thousand men of military age plus women and children. They could have easily turned to fight the Egyptians who they greatly outnumbered by more than one thousand to one. Why didn't they fight?<br />
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The Ibn Ezra answers with a deep psychological insight into the mental state of the recently freed Israelite people which influences their forty year sojourn in the desert.<br />
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<b>Stand and see the deliverance of the Lord: </b>Since you will not make war on Egypt. Rather you will see the deliverance of the Lord that He will do for you today. One may wonder how [such] a large camp of six hundred thousand men would be afraid of those pursing after them. And why did they not fight for their lives and for their children? The answer is that the Egyptians were the Israelites' masters. And [so] this generation that went out of Egypt learned from its youth to tolerate the yoke of Egypt and had a lowly image. And [so] how could they now battle with their masters? And Israel was [also] indolent and not trained in warfare. Do you not see that Amalek came with [only] a small group and were it not for the prayer of Moses, they would have overpowered Israel. And the only God, 'who does great things' and 'for whom all plots are contemplated,' caused that all the males of the people that went out of Egypt would die. As there was no strength in them to fight against the Canaanites, until a new generation, after the generation of the desert, arose. And they did not see exile and they had a [confident] spirit, as I mentioned in the words about Moses in the Parsha of Eleh Shemot (<a href="https://www.sefaria.org/Ibn_Ezra_on_Exodus.2.3">Ibn Ezra on Exodus 2:3</a>). <i>-<a href="https://www.sefaria.org/Ibn_Ezra_on_Exodus.14.13.1?lang=en&with=all&lang2=en" target="_blank">Ibn Ezra on Exodus 14:13</a> </i></blockquote>
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Having lived their entire lives as slaves to their Egyptian masters, the Israelites could not see beyond this. The Egyptians were forever their masters who controlled them. To turn and fight against their masters, even when they greatly outnumbered them, would have been unthinkable for the Hebrew former slaves. Only Moses who was raised as a prince of Egypt rather than a slave was free from this cognitive bias.<br />
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This slave mentality was a theme of the Israelite sojourn in the desert. They were completely passive and helpless in the face of any problem, complaining to Moses at every turn about their lack of food, water, or other basic needs. Their forty year stay in the desert was a necessity in order to raise a new generation of free people who would be able to conquer and settle the land of Canaan.<br />
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When contemplating the tremendous insight of this Ibn Ezra, I wonder in what areas I am a slave to my surroundings. Where am I fixated to a specific world-view, the way I was raised, the education I received, the way things are, which prevents me from seeing beyond? </div>
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As an educator this question is particularly poignant and as a Jewish educator even moreso. </div>
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On the one hand, I wish to lead my students to become a link in the chain of our mesorah, our Jewish tradition, dating back thousands of years so that they too can be an active participant in what Rabbi Joseph B. Soloveitchik affectionately called the <a href="http://www.lookstein.org/articles/pittinsky_soloveitchik.pdf" target="_blank">conversation of generations</a>. </div>
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On the other hand, I wish for my students to be free rather than fixated. I want them to think out of the box about the known unknown and strive to discover the unknown unknowns as well. This is the challenge of a 21st century Jewish educator. We seek to help free ourselves and our students from the shackles that cause us to become cognitively stuck, fixated on what we see before us in our world so we can become truly free men and women in the promised land.</div>
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-13050564696413708312017-11-12T17:28:00.000-05:002017-11-12T17:28:01.865-05:00Instagram and Finstagram: Further Thoughts on Teens in Our Wired World<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlicAOeyPTu5X5yyBYzh-_xGU-ehjSRmZmPMrqBrVk7avR10_DpCKzZVZGFdMFC0ae7o7k_FaHwQkj2EHoNDyFD8WeTnbHfBi3o2pigKOMpi4oO_AmmWFxuMchk-Mh3DXDg7uM/s1600/instagram-2164343_1920.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1570" data-original-width="1600" height="313" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlicAOeyPTu5X5yyBYzh-_xGU-ehjSRmZmPMrqBrVk7avR10_DpCKzZVZGFdMFC0ae7o7k_FaHwQkj2EHoNDyFD8WeTnbHfBi3o2pigKOMpi4oO_AmmWFxuMchk-Mh3DXDg7uM/s320/instagram-2164343_1920.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Source: <a href="https://pixabay.com/p-2164343/?no_redirect" target="_blank">Pixabay</a></td></tr>
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I commend my friend Rabbi <a href="https://twitter.com/dovemerson" target="_blank">Dov Emerson</a> for addressing the issue of our teens, smartphones and social media in his recent article, “<a href="https://www.jewishlinknj.com/features/21405-happiness-in-the-age-of-insta-facing-the-challenges-of-social-media" target="_blank">Happiness in the Age of Insta: Facing the Challenges of Social Media</a>” (November 2, 2017). When thinking about the issue of Livado that he raised, the struggle of our teens to find their own voice while comparing themselves to the carefully curated personas of their friends on social media, I cannot help but think of the quote by the Kutzker Rebbe, which I first became aware of from the writings of Rabbi Abraham J. Twerski:<br />
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If I am I because I am I, and you are you because you are you, then I am I and you are you. But if I am I because you are you and you are you because I am I, then I am not I and you are not you!</blockquote>
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The Dark Side of Digital Citizenship</h2>
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This is only one aspect of the challenge our teens face today. An equally important facet of this brave new world is what I would call the dark side of digital citizenship. I believe that we have done a pretty good job as parents and teachers impressing upon our kids the permanent nature of the internet. Our kids know that what they post online stays there. They think carefully before posting a picture of themselves on Instagram. They carefully curate their digital footprint. Many begin to create their online resume for college while still in the 9th or 10th grade.
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<i>Continue reading on the <a href="https://www.jewishlinknj.com/features/21539-instagram-and-finstagram-further-thoughts-on-teens-in-our-wired-world" target="_blank">Jewish Link of New Jersey</a>.</i><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-89756056072721536192017-07-06T16:16:00.001-04:002017-07-06T19:23:01.932-04:00The Empire Strikes Back, The Maker Mindset, and the Importance of Taking RisksMy readers know that I love the Star Wars saga. On my <a href="http://blogs.timesofisrael.com/author/tzvi-pittinsky/" target="_blank">Times of Israel blog</a>, I have shared <a href="http://blogs.timesofisrael.com/star-wars-day-and-the-quest-to-reveal-our-true-selves/" target="_blank">insights</a> gleaned from the narrative arc of Darth Vader, perhaps the <a href="https://moviepilot.com/posts/3503892" target="_blank">greatest film villain of all time</a>. <br />
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Recently, I rewatched my favorite film in the series, <a href="http://www.imdb.com/title/tt0080684/" target="_blank">The Empire Strikes Back</a>. Besides my appreciation of the film’s <a href="https://www.youtube.com/watch?v=FsbWb5To3wo" target="_blank">perfect structure</a>, I believe the story-line that the main character Luke Skywalker experiences in the film has much to teach us educators.<br />
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In the film, Luke undergoes training in the ways of the Force under the tutelage of the ancient master, Yoda. Eventually, he is destined to face his nemesis Darth Vader but he must first make himself into a true Jedi warrior. The film spends much time on Luke’s successes and failures in this training with Yoda passing on many words of wisdom to his young student. <br />
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When faced with the dilemma between leaving to save his friends who he has foreseen through the Force are in danger or staying to finish his training, Luke chooses the “easy path” to leave. Both Yoda and Luke’s mentor Obi Wan know this is the wrong path. They warn Luke against this decision. Yet when they realize that Luke is dead set on leaving, they change their tone giving Luke parting words of encouragement knowing that Luke has embarked on a journey of certain defeat.<br />
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What makes the film unique is that it does not take the easy path. Luke is in fact defeated by Vader. In their duel, Vader confronts Luke with one of the greatest <a href="https://www.youtube.com/watch?v=h6sj89xgnl4" target="_blank">cinematic reveals</a> in history. But Luke survives. Only in the next film, the final in the trilogy, will Luke prevail. (With help from a surprising <a href="https://www.youtube.com/watch?v=lbbG02LB7g0" target="_blank">source</a>.) <br />
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The exchange between Luke and his teachers gives us much insight into our role as parents, mentors, and educators. Sometimes we know that our children or students are making a poor decision. Do we let them? Our instinct in this age of helicopter parenting and the highly competitive college admissions process is to step in. Don’t let them make a mistake. It might have dire consequences on the future.<br />
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But in my own life I have realized that anything I value that I have learned has only happened after I first messed up, sometimes many times. Without risk, there is no reward.<br />
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As Elisha Wiesel <a href="http://jewishweek.timesofisrael.com/lessons-from-my-father/" target="_blank">describes </a>his father Eli Wiesel's response to his rebellious years, sometimes we have to let our children and our students "Just be."</h2><br />
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But too often our students, especially the highest achieving ones, are trained to avoid risk at all costs. I have a confession to make. Often I prefer NOT to teach the highest honors tracks because I find these students spend so much time trying to figure out how to get an A that they remove the risk taking which leads to the joy and creativity of the learning process.<br />
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When I was at the recent <a href="https://conference.iste.org/2017/" target="_blank">ISTE Conference</a>, I attended a wonderful <a href="https://docs.google.com/document/d/1Zp2qOAa2uN1JJ-DILWJlgPtoy3SWQFYEmGulsQSS1Nw/edit?usp=sharing" target="_blank">lecture</a> on the Maker Mindset by <a href="https://twitter.com/Markschreiber" target="_blank">Mark Schreiber</a>, a research fellow at Stanford’s <a href="http://fablearn.org/" target="_blank">FabLearn</a>. Mark described the importance to train our students to take risks. This is obvious when it comes to Making. How many iterations did it take to design the iPhone? But not the norm in the more “conventional” subjects where too often the goal is not to create but to get the A at all costs. Students who follow this path might become successful at school but too often they are unsuccessful at life. They have never learned to face failure and utilize their mistakes to succeed in the future.<br />
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Perhaps, Luke’s risk taking, his decision to face his nemesis in a situation of certain defeat, was the only way he could grow into the Jedi Master he ultimately becomes.<br />
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How can we train all of our students to embrace failure as their path to grow into mastery? </h2>
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This is a question each of us as educators grapple with every day.<br />
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<i>Written with <a href="https://stackedit.io/" target="_blank">StackEdit</a>.</i><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-82482196430047740522017-06-30T13:28:00.003-04:002017-07-01T22:34:33.998-04:00Jednetworking at #ISTE2017I first attended the <a href="https://conference.iste.org/">International Society for Technology in Education Conference</a> (better known as <a href="https://www.iste.org/">ISTE</a>) in Philadelphia in 2011 as a part of a cohort from the <a href="http://avichai.org/">Avi Chai Foundation</a>. The conference with over 15,000 educators all dedicated to meaningful integration of technology into their classrooms was overwhelming - but in a good way. <br />
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One of my highlights was my ability to interact, reflect, and network with a smaller group of Jewish educators at what was then known as the Jewish Educators Birds of a Feather, a meetup at the conference. Sharing with like-minded educators in Jewish day schools and supplementary schools allowed for the important process of translating and transforming the various tools, teaching strategies, and technology innovations from the conference to the unique environment in our Jewish schools. <br />
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As the years went on, I became more involved in this Birds of a Feather group, helping them form a <a href="https://chaitech.wikispaces.com/">wiki</a> together with <a href="https://twitter.com/jlearn20">Caren Levine</a> in 2012. Later when ISTE retired their “Birds of a Feather” format, I reached out to them to continue this important gathering at the conference. I left like the farmer who responded to Honi in the famous <a href="http://www.sefaria.org/Taanit.23a.15?lang=bi&with=all&lang2=en">story about the carob tree</a>, “Just as my ancestors planted for me, I too am planting for my descendants.” This group had such a formative effect on my growth in the world of Jewish EdTech and I wanted to ensure that this continued for others into the future. You can read my summary of last year’s Jewish Educators Network meetup <a href="http://techrav.blogspot.com/2016/07/networking-with-jewish-educators-at.html">here</a>. <br />
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For this year’s meetup, the planning committee which consisted of myself, <a href="https://twitter.com/TheTechRabbi" target="_blank">Michael Cohen</a>, <a href="https://twitter.com/misterd" target="_blank">Seth Dimbert</a>, <a href="https://twitter.com/stewgreenberg" target="_blank">Stew Greenberg</a>, and <a href="https://www.linkedin.com/in/benjamin-gross-29312a61/" target="_blank">Benny Gross</a>, wanted to give Jewish educators the opportunity to present to the group as well as have ample time for follow-up discussion, and give away and raffle off some serious swag.<br />
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We made a call for presentations, received many worthy respondents, and came up with the following program of 5-minute Ignite Style presentations by:<br />
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- <a href="https://www.linkedin.com/in/joshua-bierman-8b3895/">Josh Bierman</a> on System Security in Jewish Day Schools <br />
- <a href="https://twitter.com/BinyominSegal">Binyomin Segal</a> on Setting School-wide Technology Goals <br />
- <a href="https://twitter.com/tktchr">Debbie Harris</a> on The SSDS innovation Studio: What We Learned in Year One <br />
- <a href="https://www.linkedin.com/in/michael-voskoboynik-67593857/">Michael Voskoboynik</a> on Using Technology to Ensure the Legacy of the Shoah <br />
- <a href="https://twitter.com/TheTechRabbi">Michael Cohen</a> and <a href="https://twitter.com/McjAziz">Moshe Azizollahoff</a> on New Developments in <a href="https://www.themercava.com/">The Mercava</a> <br />
- <a href="http://forta.com/about/">Ben Forta</a> an observant Jew who is the Senior Director of Education Initiatives at Adobe Edu about his experience at Adobe. <br />
- <a href="https://twitter.com/ghartstein">Gary Hartstein</a> of the <a href="https://www.jewishedproject.org/">Jewish Education Project</a>, a sponsor of the event, about the new <a href="https://www.jewishedproject.org/tech-learning-initiative">Tech for Learning Initiative</a><br />
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The presentations were recorded for Facebook Live.<br />
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Here are some pictures of the follow-up discussion groups (and the swag).<br />
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<a href="https://twitter.com/OllyFriedman" target="_blank">Olivia Friedman</a> took wonderful <a href="https://docs.google.com/document/d/15CabfAh1zqR3KuHaZbxmLiFFZXpSKvj2wpNVLPk7Suo/edit">notes</a> of the event that she shared on the #ISTE2017 <a href="https://docs.google.com/spreadsheets/d/1tunYnxFI7FOYmuUyBjy8GHPU3UQslpQ4GlTJ-hZvsNQ/edit?usp=sharing">crowdsourced notes spreadsheet</a>.<br />
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And Debbie Harris created beautiful sketchnotes.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY0dcKdUuWECgGgv6l7viJKVzKq8FPjQDNQQOIUJYCrJ1s0F7YMHlJDXRmKK-myLRtDkGTk9oziWHOBJzcPjqeHTtBKBeMQ0lozhXmprOWHFSevGnv1-52d_EdDsQIFQYnSdU_/s1600/ISTE+2017+-+3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="476" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjY0dcKdUuWECgGgv6l7viJKVzKq8FPjQDNQQOIUJYCrJ1s0F7YMHlJDXRmKK-myLRtDkGTk9oziWHOBJzcPjqeHTtBKBeMQ0lozhXmprOWHFSevGnv1-52d_EdDsQIFQYnSdU_/s640/ISTE+2017+-+3.png" width="640" /></a></div>
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I don’t have much to add to Olivia and Debbie’s thorough notes but here are some general reflections together with slides from each presentation.<br />
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Josh Bierman’s presentation on security reminded us of best practices in online security. His focus was on how one does not need to be “Fort Knox” but one needs to be a bit more secure than the next guy so the hackers will not choose you as an easy target. Passwords are better if they are long sentences than the typical passphrase with special characters, numbers, and letters that is easily forgotten. One should have different passwords for every site (something almost none of us do) so one should use a password vault and utilize two-factor identification where one enters a password and then enters a code or does some other action using one’s phone. This presentation contained very useful information which all of us should aspire to follow.<br />
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<iframe allowfullscreen="true" height="389" src="https://docs.google.com/presentation/d/1KcFlmn8Zyl717HyjfeQLwVEEeiVtgYHxl_D2-6FbPsw/embed?start=false&loop=false&delayms=3000" width="480"></iframe>
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Binyomin Segal’s presentation on Setting School-wide Technology Goals reminded me of the importance of creating a technology committee consisting of the various stakeholders in a school, teachers, administrators, and students to think carefully about why one should integrate educational technology, how to manage this, and to continuously update and improve. Too often schools do not clearly state a vision and goals for technology integration or do not plan for how to go about reaching these goals. I feel that this should be a continuous process as goals are set, assessed and then further tweaked to meet the one overarching goal which should always be to improve the learning of our students.<br />
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<iframe allowfullscreen="true" height="299" src="https://docs.google.com/presentation/d/11ykPSHDQVDELUkfT8LIyoo_l-AGAGIRJ0mvSiNYM-N8/embed?start=false&loop=false&delayms=3000" width="480"></iframe>
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What fascinated me about Debbie Harris’ presentation on Innovation Studio: Year One Lessons Learned was how she was willing to share not only her successes but her failures as well. The key to any creative undertaking is the willingness to take risks, fail, and then learn from those mistakes for future growth. Too often in our hyper competitive school environment, our high achieving students resist failure at any cost. <br />
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I remember a <a href="http://lookstein.org/lookjed/read.php?1,1930,1930#msg-1930">Lookjed discussion</a> many years ago dealing with the sins of our Avot and Imahot in the Torah. The message that I believe firmly the Torah sends is that in order to achieve greatness one must, at times, fail. <br />
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This is also a lesson gleaned from our start-up technology world. The people who create products that transform the world go through many iterations. Often they fail many times. Just think of Steve Jobs who was forced out of Apple, rightfully so, only to return years later and create the iPhone. <br />
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Debbie applies this Maker Mindset to how she describes her makerspace. This modeling by teachers I believe is a key to how we communicate the real process of learning and creating to our students.<br />
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<iframe allowfullscreen="true" height="541" src="https://docs.google.com/presentation/d/1GLgxRlPYJN8K1WUHEEnHfKB6xDLvbvAvOFE8wkPUiGs/embed?start=false&loop=false&delayms=3000" width="683"></iframe><br />
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Michael Voskoboynik’s presentation about Using Technology to Ensure the Legacy of the Shoah which he gave together with his wonderful students who led a poster session and also attended the meetup has a dear place in my heart. He described how his students interviewed their older relatives using text, audio, and video and then researched where they came from with tools like augmented reality, google slides and maps, and timeline makers like <a href="https://www.tiki-toki.com/">tiki-toki</a> to name a few. Personally, I have been privileged to record interviews with a number of my relatives from the greatest generation, some of whom have since passed. The process of recording them, transcribing these recordings, and saving them for posterity is a precious one for me. I think Michael has done a tremendous service for his middle school students as they will look back many years from now and greatly value the legacy of their grandparents and other relatives which they have carefully collected, curated, and shared.<br />
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<iframe allowfullscreen="true" height="299" src="https://docs.google.com/presentation/d/1IqIRj2yB2tLIzyuK_KQ1DdLF5wZqKAyYjmKPDvhY0Wg/embed?start=false&loop=false&delayms=3000" width="480"></iframe>
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After the four presentations, Michael Cohen and Moshe Azizollahoff described the vision of the new and improved Mercava platform. You might remember that a few years back, the Mercava made a big splash with their promise of a carefully curated online platform of Jewish textual tools. Many were quite excited about this including <a href="http://techrav.blogspot.com/2013/12/will-mercava-take-us-into-future-of.html">myself</a>. But then The Mercava went silent as the fundraising process hit some bumps along the way. The Mercava is back with a new suite of exciting tools which you can view <a href="https://www.blogger.com/Beta.themercava.com">here</a>. These tools offer a site for teachers and students to markup, record, and discuss beautifully formatted Jewish text.<br />
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Some at the conference were already asking what distinguishes this from the highly successful <a href="https://www.blogger.com/sefaria.org/">Sefaria</a> which many of us, including <a href="http://techrav.blogspot.com/2016/09/3-reasons-you-should-use-sefaria-for.html" target="_blank">myself</a>, utilize in our classes on a daily basis. I believe the difference between Sefaria and Mercava is much like the difference between Google and Apple. Google has been iterating for years a very powerful collaborative suite of apps which are now a vital part of virtually every classroom in the world. Apple meanwhile has focused on the user experience. Their devices and apps are beautiful and intuitive for anyone. <br />
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I believe that Sefaria has already become the “Google” of the Jewish learning world. Its ever increasing library of open source text and its growing array of tools to manipulate this text is indispensable in the Jewish classroom. I hope that the Mercava will become the “Apple” of the Jewish world, focusing on the user experience so any teacher and student can have a one stop shop to learn with the <em>tzurat hadaf</em>, creating markup, audio and video of these seforim, and be involved in both real-time and asynchronous discussion around the text. If this vision can finally be achieved, then the world Torah learning will greatly benefit from both Sefaria and the Mercava.<br />
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Ben Forta then described his years at Adobe education. He spoke of Adobe’s vision to help students create. He expressed the promise and frustration of the current state of technology for children who have, “vast processing powers in their pockets and mostly use it catch Pokemon or send funny faces to their friends.” Our school has greatly benefited from Adobe’s new education licensing for Creative Cloud which allows us to legally deploy apps like Photoshop and Illustrator onto student owned devices. And for students who wish to create but are not (yet) tech savvy enough to use a professional level tool like Photoshop, <a href="https://spark.adobe.com/">Adobe Spark</a> is fast becoming the go-to tool for easy content creation.<br />
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Gary Hartstein from the Jewish Education Project, who generously sponsored our event for the second year in a row, ended with an announcement about the new <a href="https://www.jewishedproject.org/tech-learning-initiative">Tech for Learning Initiative</a> which allows teacher teams from the NY/NJ area to learn about edtech integration in an intensive summer institute followed by coaching during the school year and use that knowledge to write up a micro-grant to implement a project in one’s school. This sounds like a promising venture which I am sure we will be hearing more about in the future.<br />
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The Jewish Educators Network Meetup at ISTE was an exciting event which helped me and others learn further from our fellow Jewish educators. I am excited to see what further collaborations will stem from this gathering. I look forward to planning future sharing opportunities this year and attending the next Jednetwork meetup next year in Jerusalem (or if it is not yet in Jerusalem, to take place as scheduled at <a href="https://conference.iste.org/2018/">ISTE 2018</a> in Chicago).<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-23979919299434492092017-04-02T23:47:00.002-04:002017-04-04T06:25:43.125-04:00Citing Others by Name and Redeeming the WorldI feel like a crime victim. Someone stole my ideas. Let me explain…<br />
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Two days ago, I was googling a few sentences from a <a href="http://tanachrav.blogspot.com/2011/03/why-we-dont-eat-chametz-on-pesach.html" target="_blank">post</a> that I wrote in my <a href="http://tanachrav.blogspot.com/" target="_blank">TanachRav</a> blog six years ago on why we don’t eat chametz, leaven, on the Passover holiday. I wanted to see how similar a Word doc version that I had saved on my computer was to my online version. I found two matches for my search, my post and an article authored by a Rabbi Yehoshua Schechter that very day, March 31, 2017, on a Torah site called <a href="http://www.hidabrut.com/" target="_blank">Hidabrut</a> which bills itself as “The World’s Largest Jewish TV Network”. When I clicked on this <a href="http://webcache.googleusercontent.com/search?q=cache:N_uiEFii3DAJ:www.hidabrut.com/article/193073/Parshat-Vayikra-Pesach-The-Yeast-Connection-+&cd=1&hl=en&ct=clnk&gl=us" target="_blank">article</a>, I discovered that it was a paragraph by paragraph copy of my original piece. Since then I have run the Hidabrut article through <a href="http://turnitin.com/" target="_blank">TurnItIn.com</a>, an educational site devoted to teaching students the writing process by, among other services, providing an originality report which checks for plagiarism. The TurnItIn report found a 77% similarity between the Hidabrut article and my original TanachRav post. You can view the originality report <a href="https://drive.google.com/file/d/0B7vZXX2FUmueakhYckRjLVN2NTA/view" target="_blank">here</a>.<br />
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Why I am sharing this on my blog?<br />
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Firstly, because I am angry. I am proud of my TanachRav post. The <i>hiddush</i>, the novel idea, which I shared connecting the prohibition against leaven on Passover with the historical fact that yeast risen bread was actually an invention of the ancient Egyptians, the enslavers of the Israelites in the Passover story, has made the rounds online. It was even mentioned in an article in the Washington Post last year, <a href="https://www.washingtonpost.com/news/speaking-of-science/wp/2016/04/15/the-science-behind-passovers-broad-bread-ban/?postshare=8011460748144994&tid=ss_mail&utm_term=.9b9540630733" target="_blank">The science behind Passover’s broad bread ban</a>, which quoted me by name. For someone to copy my words without attribution, attempting to pass it off as their own, makes me feel victimized. In the future, when someone googles chametz and Egypt, they might come across this post and credit Rabbi Yehoshua Schechter, whoever he may be, instead of crediting me.<br />
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On a deeper level, this has caused me to think about how much I give proper credit for ideas which I cite. As the Mishna in Avot says, "One who says something in the name of the one who said it, brings redemption to the world" -<i>translation by <a href="http://www.sefaria.org/Pirkei_Avot.6.6?lang=en" target="_blank">Sefaria</a></i>. <br />
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The commentary <a href="http://www.sefaria.org/Pirkei_Avot.6.6?lang=en&p2=Lechem_Shamayim_on_Pirkei_Avot.6.6.53" target="_blank">Lechem Shamayim</a> explains that besides the obvious fact that one who attempts to pass off the words of someone else as his own is stealing, this Mishna teaches us something much more difficult to accomplish. That one should carefully examine the source of every one his ideas and properly cite them since by citing the words of someone who might no longer be with us, one causes that individual's lips to move in the grave. In other words, by citing ideas learned from others by name, one perpetuates their memory for all eternity, bringing about their personal redemption. For example, in Jewish tradition, one does not cite the commentary Rashi as <i>Rashi said</i> but <i>Rashi says</i>. In the world of Torah learning, the giants of the past are still very much alive and speaking to us when we quote them by name. Rabbi Joseph B. Soloveitchik famously calls this <a href="http://www.torahmusings.com/2016/05/masorah-teachings-rabbi-joseph-b-soloveitchik/#fn28-42466" target="_blank">a symposium of generations</a>.<br />
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Thinking about my TanachRav post, while the words were my own, I am indebted to ideas which I learned from others. </h3>
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The connection between the prohibition against leaven on Passover and the year-round prohibition against idolatry which is a central part of my thesis was one which I saw in the writings of <a href="https://en.wikipedia.org/wiki/Menachem_Mendel_Kasher" target="_blank">Rav Menachem Mendel Kasher</a>. You can view his article on this in Hebrew in Volume 19 of his seminal work, <i>Torah Sheleimah</i> <a href="http://www.hebrewbooks.org/pdfpager.aspx?req=51488&st=&pgnum=132&hilite=" target="_blank">here</a>.<br />
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The connection between the Egyptian invention of yeast and the biblical experience of Joseph in Egypt is one which I first heard long ago from my colleague at <a href="http://www.frisch.org/" target="_blank">Yeshivat Frisch</a> who has since retired, <a href="http://prabook.com/web/person-view.html?profileId=582703" target="_blank">Rabbi Yitzchak Meir Goodman</a>. When I shared my post on <a href="https://www.facebook.com/tzvi.pittinsky/posts/10207580153475761" target="_blank">Facebook</a> last year, I gave Rabbi Goodman credit for this idea. I plan to write an expanded version of my original TanachRav post later this week in which I cite these two sources by name.<br />
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My feelings in this situation has made me even more sensitive to the need for all of us to be careful to always give proper attribution to others. It is my hope that the author of the Hidabrut post, who I have already reached out to, will realize this as well. Perhaps by correcting this unfortunate oversight on his part during this Passover season, the holiday celebrating our redemption from Egypt, he can bring us one step closer to the ultimate redemption.<br />
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One who says something in the name of the one who said it brings redemption to the world.</h2>
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<i>Postscript</i></h2>
This morning Hidabrut took down their article. When you navigate to the original <a href="http://www.hidabrut.com/article/193073/Parshat-Vayikra-Pesach-The-Yeast-Connection-" target="_blank">link</a> you receive a Page Error message. Hidabrut has yet to respond to me but I feel their removal of the article is a tacit acknowledgement that it had been posted in error. I published the following response on my Facebook page. To be continued...<br />
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<iframe allowtransparency="true" frameborder="0" height="465" scrolling="no" src="https://www.facebook.com/plugins/post.php?href=https%3A%2F%2Fwww.facebook.com%2Ftzvi.pittinsky%2Fposts%2F10210440809870383&width=500" style="border: none; overflow: hidden;" width="500"></iframe><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-67371609963961072492017-02-24T09:35:00.000-05:002017-02-24T10:54:22.372-05:00Using Word Clouds To Illustrate Literary Devices When Teaching TanakhOne of my favorite literary devices when learning and teaching Tanakh is the <a href="http://numerocinqmagazine.com/2010/11/19/leitwort-leading-word-word-repetition-as-a-technique/" target="_blank">leitwort</a>, <a href="https://books.google.com/books?id=sBAUCgAAQBAJ&lpg=PA191&ots=i9C-xJnyUh&dq=%22leading%20words%22%20bible&pg=PA191#v=onepage&q=%22leading%20words%22%20bible&f=false" target="_blank">leading words</a>, or <a href="https://he.wikipedia.org/wiki/%D7%9E%D7%99%D7%9C%D7%94_%D7%9E%D7%A0%D7%97%D7%94" target="_blank">מילה המנחה</a>. This term refers to a word, root, or series of words in the Hebrew text which repeats itself multiple times usually to hint at a big idea embedded within the unit. This can be illuminating to students as it comes across as a "secret code" within the chapter of Tanakh which our students have to find and unlock its meaning.<br />
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It is also a device where students clearly see the value of studying in the Hebrew text since the leading words are only apparent in the original Hebrew. This is lost in even a very good translation since Hebrew is a much more versatile language than English with its ability to do word plays by converting the same root into nouns, verbs, and adjectives.<br />
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One of my favorite strategies to teach leading words is the use of word clouds, randomly computer generated images in which words are sized based on frequency. The more times a word appears, the bigger it is in the word cloud. These clouds can be beautiful pieces of art when using the right app and since they are created at random, lend a level of authenticity to the finding of the leitwort since this is not an artificial process pointed out by the teacher but is found organically through the word cloud.<br />
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<br />In the past, I used <a href="http://www.wordle.net/" target="_blank">Wordle</a>, a web app, to generate my word clouds. </h3>
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I find using word clouds to be an especially effective classroom strategy when introducing a text since students can use it to see the protagonists and main themes in a story.<br />
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Below is an example from Kings II chapter 9.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTbYEP_pXKedN96A6aaskwk6n_eZ0EPxWfFZs-d0_kVFAcjtYyjtpI5QBpGwvA9Q_gwexy0cCKmOegmYvtI9oEWTbU7x1MF-htDQ_GkYGCPa37OrPmA8xfuqyCZJXijZo2iEWj/s1600/Yehu.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="512" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTbYEP_pXKedN96A6aaskwk6n_eZ0EPxWfFZs-d0_kVFAcjtYyjtpI5QBpGwvA9Q_gwexy0cCKmOegmYvtI9oEWTbU7x1MF-htDQ_GkYGCPa37OrPmA8xfuqyCZJXijZo2iEWj/s640/Yehu.png" width="640" /></a></div>
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Through the word cloud students clearly see who the story will be about, Yehu the rising king, Yehoram who Yehu is overthrowing in a coup, and strangely the word HaShalom, which means do you come in peace. In this chapter, an extended battle, HaShalom seems to be out of place, a mystery to solve when students delve into the verses in greater depth.<br />
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Below is another example from Amos chapter 1.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjahgxdYxI5SboWFGPTUfKcRoNKBrJNt_YmXYcLQwc528uGnnInc4QCcn7iW0Y69mV7hvriHpmeHUPm-lOaRYwsseBiXBrpaqrpUSwKNc9TT7QxJMaYdumHf2dvYKx6FxKFHh5_/s1600/Amos+wordcloud.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="420" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjahgxdYxI5SboWFGPTUfKcRoNKBrJNt_YmXYcLQwc528uGnnInc4QCcn7iW0Y69mV7hvriHpmeHUPm-lOaRYwsseBiXBrpaqrpUSwKNc9TT7QxJMaYdumHf2dvYKx6FxKFHh5_/s640/Amos+wordcloud.png" width="640" /></a></div>
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This word cloud clearly indicates the repeated phrasing in the first chapter of Amos, עַל-שְׁלֹשָׁה פִּשְׁעֵי... וְעַל-אַרְבָּעָה לֹא אֲשִׁיבֶנּוּ, for three sins [I shall forgive] but for the fourth I will not reverse... They also notice God as the theme in the chapter who is wreaking punishment against each of the peoples listed for their crimes against humanity.<br />
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Wordle has always been my go-to word cloud generator until now. Recently Wordle has stopped working. Perhaps the web site needs updating with some more modern code. Wordle, if your out there, I would love for you to read this post and update your site. Until then, I have been searching for a new word cloud generator.<br />
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<br />Enter <a href="http://worditout.com/">Worditout.com</a>.</h3>
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Worditout is similar to Wordle. It is free, currently works beautifully with Hebrew and other languages, randomly generates word clouds sized based on frequency while allowing for many different color schemes and word sizings. It is a wonderful word cloud app.<br />
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One important caveat is in order when using worditout and other word cloud apps. It is important that you use as clean a Tanakh text as possible. These apps are dumb computers running algorithms, even different Taamei Hamikra above the word will cause the computer to view the same word as different in the word cloud. Dashes after the word create similar confusion. My recommendation is that you use text from <a href="http://www.mechon-mamre.org/" target="_blank">Mechon Mamre</a> which has no cantillation notes. Then paste it into a Google doc and remove all of the dashes by the words and only then copy and paste the text into worditout. This will result in a much more accurate word cloud.<br />
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Below is an example I made yesterday using worditout that I will be teaching next week from the first chapter of Megillat Esther.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXSVpFNI-dBpZwXFaHLMTnWAbxnWbgmzwwlC24orMFukd1ILVG8arRwgFL-PLUj5zAANLp7cvdeKtic4nZE3WyliEppRL0SGX7EIN8yvEsGW3zo_RLqWWPgUr7dH8Za0naaNnm/s1600/Esther+Ch+1+Worditout.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXSVpFNI-dBpZwXFaHLMTnWAbxnWbgmzwwlC24orMFukd1ILVG8arRwgFL-PLUj5zAANLp7cvdeKtic4nZE3WyliEppRL0SGX7EIN8yvEsGW3zo_RLqWWPgUr7dH8Za0naaNnm/s640/Esther+Ch+1+Worditout.png" width="640" /></a></div>
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<br />When I saw this word cloud randomly generated before my eyes, I got so excited I started screaming in delight. </h3>
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This word cloud illuminates the central tension in the first chapter of Esther and really the entire Megillah. Who is the מלך, the king, in the story? We know that famously God's name never appears in Megillat Esther yet Chazal says that המלך is a veiled reference to God. You see in this word cloud that the entire chapter revolves around the king. Besides המלך, we have מלכות, המלכה, המלכות and most notably אחשורוש. This is the overarching question of chapter 1. Who have the Jews chosen as their king? Instead of choosing God, the King of Kings, they have chosen Achashverosh, the King of Persia. The rest of Megillat Esther explores the ramifications of this choice.<br />
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I am SO excited to show this word cloud to my students and see what inferences they will make from the text about the story. I will keep you updated in future installments on my <a href="http://tanachrav.blogspot.com/" target="_blank">TanachRav blog</a>, להגדיל תורה ולהאדירה.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com2tag:blogger.com,1999:blog-30133185.post-8244677673763712412017-02-18T22:50:00.000-05:002017-02-19T14:55:02.388-05:00Technology Lessons for the Religiously Minded IndividualWhen the telephone was invented, the great Jewish sage the <a href="https://en.wikipedia.org/wiki/Israel_Meir_Kagan" target="_blank">Chofetz Chaim</a> <a href="https://books.google.com/books?id=Jl3qzw9UFe4C&lpg=PA64&ots=6At9Q2z9IA&dq=chofetz%20chaim%20on%20invention%20of%20the%20telephone&pg=PA64#v=onepage&q=chofetz%20chaim%20on%20invention%20of%20the%20telephone&f=false" target="_blank">mused</a> that its invention demonstrates to those who are weak in faith that God hears our prayers. If people could hear the voices of others from hundreds of miles away via this new device, then surely God could hear us even from on high.<br />
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Similarly, the Chofetz Chaim stated about the invention of the camera that the ability to take perfect impressions of people proves to all the dictum in the Zohar and alluded to in the Talmud that every act of a person in this world, both good and evil, creates a testimony at the moment of heavenly judgment.<br />
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The pace of change in our modern world has amplified this idea. Only ten years ago one required a different device for taking pictures, answering phone calls, watching video, editing video, making computations, reading newspapers, recording sound, giving driving directions and filming video.<br />
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Today each of these functions and many more can be accomplished using one device, the iPhone and its android competitors.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ5_lOcFBSPnnKWeD10yvwrDBx8TEJVdb7FdUnvYGhNdqi8sf3ImDAkueIkVrHbIvgmyeopDu1erHDCy4rvJu_ObQ0Dv2nhBCpE3jGQdeFMHaycrpECbiD7qC7G5Rp24gpBZkD/s1600/hand-apple-iphone-smartphone.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="425" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZ5_lOcFBSPnnKWeD10yvwrDBx8TEJVdb7FdUnvYGhNdqi8sf3ImDAkueIkVrHbIvgmyeopDu1erHDCy4rvJu_ObQ0Dv2nhBCpE3jGQdeFMHaycrpECbiD7qC7G5Rp24gpBZkD/s640/hand-apple-iphone-smartphone.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption">Source: <a href="http://jeshoots.com/home-screen-on-iphone-5-in-hand/">jeshoots.com</a></td></tr>
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The ubiquitous smartphone presents both an opportunity and a challenge for educators, something I discussed in a recent <a href="http://www.mofet.macam.ac.il/international/Webinars-Forums/Pages/Breaching-Classroom-Borders-February-2017-Session-2.aspx" target="_blank">MOFET webinar</a> which I hope to blog about in the near future. But it is an even greater charge for religiously minded individuals. The <a href="http://www.sefaria.org/Pirkei_Avot.2.1?lang=bi" target="_blank">saying</a> from the second chapter of Ethics of the Fathers that all of our deeds are written in a book has now been vividly demonstrated.<br />
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One does not need to look only to the smartphone as proof that everything one says and does is being recorded for posterity. Every time one goes to social media, a news site or blog, this becomes painfully obvious. When I open <a href="http://facebook.com/" target="_blank">Facebook</a> or the <a href="http://nytimes.com/" target="_blank">New York Times</a>, all I see is cameras. My wife sees costumes. The reason of course is the ads.<br />
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It seems almost every site now has ads. Full disclosure, this blog has ads too. You have to pay the bills somehow. What is unique about Internet ads, making them so attractive to advertisers, is that they are targeted to the individual. I see ads for cameras because I am passionate about livestreaming sporting events as the faculty advisor of the <a href="http://cougarnationnetwork.com/" target="_blank">Cougar Nation Network</a>. My wife is planning our children's' Purim costumes so as she searches for deals online, these deals follow her to every website she goes. The Internet is tracking our every move and using the information gathered to tailor messages for us.<br />
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This is nothing new. Five years ago, the Wall Street Journal published a series on digital privacy entitled <a href="http://www.wsj.com/public/page/what-they-know-digital-privacy.html" target="_blank">What They Know</a>. The tradeoff for getting so much online for free, our news, entertainment, our documents, and even our email is that we are no longer the customer, we are the product. Google and other online ad companies track our every move online, selling our activity to advertisers wishing to pitch their products to likely buyers. All of our actions online are recorded not in a book but in a vast database.<br />
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This might seem scary and it is at times. But it also unlocks the great potential of this brave new online world. For just as technology records what we do, it allows us to share our passions with others.<br />
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I told my nine year old daughter the other day how when I was a child, even if I owned a video camera and was creative enough to make movies, I had a very limited audience for my productions. Perhaps I could screen my films to my family, maybe even my friends in school. But I had no access to any media broadcasting platform. My video could be seen by dozens, not more. Now one can make movies that are watched by hundreds, thousands, or even millions. We live in an online meritocracy. With passion, creativity, hard work, and some luck, anyone can share one's creations with a vast audience.<br />
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This I believe is one more message technology offers the religiously minded modern person. Our actions matter. Every one of us can change the world. As the Talmud <a href="http://www.sefaria.org/Sanhedrin.37a.38?lang=bi" target="_blank">says</a>, man was created alone in the world to teach us that every human being is an entire world. I am writing this blog post alone in my kitchen but the moment I click publish, it will be shared with the entire world. Our job is to enrich this world with which we are sharing.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com1tag:blogger.com,1999:blog-30133185.post-39139668162951178012017-02-17T08:20:00.001-05:002017-02-17T08:22:03.362-05:00The Kohelet Prize and the Importance of Systems versus GoalsThe <a href="http://koheletprize.org/" target="_blank">Kohelet Prize</a> just released their <a href="http://koheletprize.org/database/" target="_blank">database</a> celebrating progressive Jewish education. These hundreds of entries from Jewish day schools across North America are brimming with ideas to take back to my school. It will take me the long weekend and beyond to go through them all and likely months to properly digest their innovations. The entrants were drawn by the generous prize offered by Kohelet, full disclosure I was one of them together with a team of my esteemed colleagues, our slideshow going through the process and pedagogy of our Yad Hayotzer project appears below. You can see our entire entry on the Kohelet database <a href="http://koheletprize.org/database/yad-hayotzer-interdisciplinary-experiential-approach-teaching-prophets/" target="_blank">here</a>.<br />
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However the process of creating this entry was so much more important than the prize.<br />
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Let me explain.<br />
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I have recently become obsessed this election season with the <a href="http://blog.dilbert.com/" target="_blank">blog</a> by Scott Adams, creator of the comic strip Dilbert. Whether you or agree or disagree with his approach, Scott Adams postings in general and before and after the elections in particular have been highly original. However, this blog is NOT about politics and never will be so that's all I have to say about that.<br />
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The blog led me to Scott Adam's book, <a href="https://www.amazon.com/How-Fail-Almost-Everything-Still-ebook/dp/B00COOFBA4" target="_blank">How to Fail at Almost Everything and Still Win Big: Kind of the Story of My Life</a>, in which his major thesis is the importance of setting up a system rather than focusing on specific goals.<br />
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In his lingo, goals are for losers. An individual who sets goals for herself will be in a constant state of not living up to these goals. Even on those rare moments in life when the goal is achieved, one then will have a "now what?" moment, not knowing how to proceed since one's primary focus was on a specific goal.<br />
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Setting up systems, on the other hand, is the hallmark of a truly successful person. One sets a system to follow every single day. If one follows this system, one will always be a winner every single day. Even if one fails most of the time, continuing to follow the system assures that through one's good habits (and a bit of luck) one will eventually achieve success.<br />
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This is how I view this Kohelet Prize and the many other grants that I apply to on a regular basis. I have a system in place in which every day I wish to learn and share my learning with others, both my fellow teachers and students. Collaborating on our Yad Hayotzer project was one notable example where a number of us were able to sit down and think deeply about a project that we have been implementing with our students for a number of years. The process of collecting and presenting the pictures, videos, course materials, and pedagogy to a wider audience has helped us further refine this learning activity for the benefit of our students and the wider audience who will now be able to view our entry in the database.<br />
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I think it is essential that we communicate this concept with our students. I like to say that in our hyper college-centered environment, students will do almost anything to get the good grade. Often in school, the ones who get the A in a certain class are not necessarily the ones who work the hardest or learn the most. They are the ones who have figured out how to "get" the teacher and perform exactly to her liking. This might be a good school skill that might result in achieving one's goal for a high grade, but it is not a system for lifelong success. If we and our students can realize the importance of implementing a good system, to learn new things every day, be kind, collaborate, and share, this will ultimately help to achieve much greater lifelong success.<br />
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My favorite category from the contest was the <a href="http://koheletprize.org/pd-category/risk-taking-failure/" target="_blank">Kohelet Prize for Risk Taking and Failure</a>. I did not have the guts (or creativity) to design an entry in this category. But if I could, it would be about setting up systems as opposed to aspiring towards a specific goal. Then even when one fails most of the time in reaching a goal, which is a basic rule in life, one WILL fail most of the time, one will always learn from these "failures", adding them to one's system for lifelong success.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-63330794573206156072016-09-04T23:02:00.002-04:002016-09-05T07:45:10.706-04:003 Reasons You Should Use Sefaria For the New School YearI have always admired <a href="http://www.sefaria.org/" target="_blank">Sefaria</a>, the online platform for Jewish text. I wholeheartedly subscribe to their vision of creating freely available, high-quality online Jewish text both in Hebrew and translation. I love their start-up feel with a team of dedicated coders incrementally improving Sefaria on a regular basis, supplemented by thousands of contributors who through crowdsourced translations and public worksheets have augmented the product. Their commitment to the open and free use of their digital text and source code has allowed an ecosystem of Jewish apps to be built using Sefaria including <a href="http://techrav.blogspot.com/2015/08/15-educational-apps-in-15-days.html" target="_blank">BetaMidrash</a> and <a href="http://jewishinteractive.org/project/ji-tap/" target="_blank">JiTap</a>.<br />
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The explosive growth of Hebrew sources featured on Sefaria has caused some growing pains though. The original, elegant interface included text with translation when available and when one clicked on the text, a verse from the Torah for example, all of the commentaries related to the text in a scrolling sidebar. This was wonderful in theory but when a verse had a dozen or more connections from commentaries like Rashi, Ibn Ezra, Ramban, Sforno, Haamek Davar, Midrash, and Talmud, it became a challenge to access all of these sources. The worksheet tool also while adding awesome features like embedded pictures and YouTube videos directly in the digital sheet, was not easy to manipulate especially when working in a classroom setting or when trying to create a printed copy of the sheet.<br />
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This is why I am so ecstatic about Sefaria's improvements in the past 3 months which have not been of the incremental kind but have been ground-breaking. They have created a whole new Sefaria which has made the platform a must-have addition to any Judaic classroom for the new school year.<br />
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1) Sefaria's Completed Redesigned Interface</h3>
Sefaria replaced the scrolling sidebar of textual connections with a Connections tab containing an organized listing of various commentaries and other connected sources. This addition alone has transformed the usability of Sefaria in the classroom with all of the gems included in Sefaria now easily available at one's fingertips.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYWjUUDVySLhj4muohixTC_7z5UoTrqqpkrNEWMePgXVimKlZM4_Fg3A0SOMAUkXzzgZ4_QjKg_kjjn0ymxT9KedNWl-azlk0SF8Y77jwroMZphfxaXfxO2jSdJk7TIeBO5ohf/s1600/2016-09-04_2204.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="344" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYWjUUDVySLhj4muohixTC_7z5UoTrqqpkrNEWMePgXVimKlZM4_Fg3A0SOMAUkXzzgZ4_QjKg_kjjn0ymxT9KedNWl-azlk0SF8Y77jwroMZphfxaXfxO2jSdJk7TIeBO5ohf/s640/2016-09-04_2204.png" width="640" /></a></div>
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But this is not the only noteworthy addition in the new interface. Sefaria has also added a series of Tools for each text. These include sharing text on social media or email, adding notes to any text while logged into Sefaria either privately or publicly to share with others, and even comparing two different texts from Sefaria side-by-side. </div>
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These last two features could be indispensable in the classroom as a teacher could require students using Sefaria as their primary text to share their notes either with the teacher or with the class. In analyzing texts, teachers or students can now easily compare and contrast units using Sefaria. I plan to use this during the first weeks of school when teaching the Book of Ezra to compare and contrast the Hebrew version of the Cyrus Proclamation in Ezra Chapter 1 with the Aramaic version found by Darius some years later in Chapter 6.</div>
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2) Sefaria's Google Drive Export</h3>
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I have always loved utilizing Sefaria to post digital versions of worksheets for my students. I found that when embedding a sheet from Sefaria onto my <a href="http://tanachrav.blogspot.com/" target="_blank">TanachRav blog</a> or into my Learning Management System, one could not only view the sources on that sheet but one could see them in context simply by clicking on any individual source quoted to open it in its original format. Also, since Sefaria sheets allow for embedded YouTube videos, a digital version of the sheet could "come to life" with a Flipped classroom video or some other video hook placed directly into the worksheet. </div>
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However, there were times that my students did not have a device or I did not want them to use one, either when learning on Shabbat or Yom Tov or just out of a desire to place a greater focus on the text without any technological distractions. At these times, I would print out the worksheet. This could be a frustrating experience since Sefaria is not designed for a print view so texts often bleed over into multiple pages in a format less than optimal for students. This is why Sefaria's new Export to Google Drive function is truly a game-changer. One can create a full worksheet in Sefaria and then, if intended for printing in class, one could first export the sheet to Google Drive which allows for more sophisticated word processing tools to design it to perfectly format to the printed page.</div>
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3) Sefaria's Assignments Tool</h3>
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Even though the ability to print out well-formatted worksheets using Sefaria and Google Drive is a wonderful tool, one can only really unlock Sefaria's full transformative potential when utilizing it to create a paperless classroom. I already listed some of the added benefits to this above. For example, the ability for a student to click on any source to see it in its original context and to use Sefaria sheets to create a Flipped Classroom by embedding YouTube videos directly into the sheet. </div>
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However, the biggest impediment to the paperless classroom for most teachers has been something far more prosaic, the workflow. How does the teacher give a sheet out to students, how do they fill in the sheet, and how do they hand it back to the teacher? </div>
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Enter Sefaria's new Assignments features. </div>
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Assignments allows the teacher to create an unlimited number of copies of any sheet for the student to digitally fill in with their account and hand in to the teacher. This is similar to Google classroom but built into the Sefaria platform so its much easier for most teachers, especially those who do not use a Learning Management System or who use one different than Google Classroom. All the teacher needs to do is create a worksheet in Sefaria with some comment blocks for teacher questions, then click on Assignments, and Assign this Sheet. </div>
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A link is generated which the teacher can now share with all of her students. When each student opens the link, it creates a new version of the sheet using the student's account. The teacher merely needs to find her original sheet in Sefaria and she will see her students' Saved Assignments together with her original version. When the assignment is done, she clicks Stop Collecting Assignments and the students are no longer able to submit responses. This assignments feature has made the dream of the paperless classroom with an easy student workflow within reach of any teacher.</div>
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These three upgrades to Sefaria's already powerful platform, the redesigned, user-friendly interface, the export to Google Drive, and the Assignments feature are why I am so excited to use Sefaria for the coming school year. </div>
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If you are already a Sefaria user but have not checked it over the summer, give it another look. Besides the features listed above, Sefaria has added so many enhancements, I am sure it will not disappoint. And if you are new to Sefaria, give it a try. It might just transform your students ability to engage with high-level Torah texts, make connections throughout the corpus of <i>Tanakh</i> and<i> Torah She Baal Peh</i> and begin to develop and share their own <i>Chiddushei Torah</i>, original interpretations. </div>
<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-90627565781265867082016-08-04T19:07:00.000-04:002016-08-04T22:19:02.901-04:00Pokemon Go, Augmented Reality, and the Jewish Experience<blockquote class="tr_bq">
My heart is in the east, and I in the uttermost west <br />
-- <i>Rabbi Yehuda Halevi, <a href="http://www.jewishvirtuallibrary.org/jsource/Zionism/halevi.html" target="_blank">"My Heart Is In the East"</a> </i></blockquote>
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The seventh day is like a palace in time with a kingdom for all. It is not a date but an atmosphere. It is not a different state of consciousness but a different climate; it is as if the appearance of all things somehow changed. The primary awareness is one of our being within the Sabbath rather than of the Sabbath being within us... The air of the day surrounds us like spring which spreads over the land without our aid or notice. <br />
-- <i>Rabbi Abraham Joshua Heschel, <a href="https://books.google.com/books/about/The_Sabbath.html?id=Sb8CvRg8w2MC&printsec=frontcover&source=kp_read_button&hl=en#v=onepage&q&f=false">The Sabbath</a>, Pg 21 </i></blockquote>
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I remember how once, on the Day of Atonement, I went outside into the synagogue courtyard with my father [R. Moses Soloveitchik], just before the Ne'ilah service. It had been a fresh, clear day, one of the fine, almost delicate days of summer's end, filled with sunshine and light. Evening was fast approaching, and an exquisite autumn sun was sinking in the west, beyond the trees of the cemetery, into a sea of purple and gold. R. Moses, a halakhic man par excellence, turned to me and said: "This sunset differs from ordinary sunsets for with it forgiveness is bestowed upon us for our sins" (the end of the days atones). The Day of Atonement and the forgiveness of sins merged and blended here with the splendor and beauty of the world and with the hidden lawfulness of the order of creation and the whole was transformed into one living, holy, cosmic phenomenon. <br />
-- <i>Rabbi Joseph B. Soloveitchik, <a href="https://books.google.com/books?id=7I8RAQAAIAAJ&q=Halakhic+Man&dq=Halakhic+Man&hl=en&sa=X&ved=0ahUKEwjx6oHG5JzOAhXHwiYKHQROAOEQ6AEIHjAA" target="_blank">Halakhic Man</a>, Pg 38</i></blockquote>
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Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. It is related to a more general concept called mediated reality, in which a view of reality is modified (possibly even diminished rather than augmented) by a computer. As a result, the technology functions by enhancing one’s current perception of reality. <br />
-- <a href="https://en.wikipedia.org/wiki/Augmented_reality" target="_blank"><i>Wikipedia</i></a></blockquote>
It has been hard to miss the Pokemon Go craze this past month. The game has <a href="http://www.wired.com/2016/08/pokemon-go-evolving-app-store-money-monster/" target="_blank">rocketed to the top of the app store</a> and caused numerous reports of <a href="http://www.cbsnews.com/pictures/terrible-things-happening-to-pokemon-go-players/" target="_blank">players getting into accidents</a> due to the immersive nature of the game which is played outside on busy city streets. Players have invaded sacred spaces playing Pokemon Go like the US Holocaust Museum, Arlington National Cemetery, and Auschwitz which has sparked much <a href="http://www.usatoday.com/story/tech/news/2016/07/12/holocaust-museum-auschwitz-want-pokmon-go-hunts-stop-pokmon/86991810/" target="_blank">consternation</a> and <a href="http://www.tabletmag.com/jewish-life-and-religion/209382/the-case-for-pokemon-at-auschwitz" target="_blank">debate</a>. Numerous guides have been published to Pokemon Go both for the <a href="http://www.wsj.com/articles/pokemon-go-why-you-should-play-1468430960" target="_blank">novice</a> and <a href="http://qz.com/731057/the-ultimate-guide-to-pokemon-go/" target="_blank">advanced gamers</a>. The Jewish blogging world has taken notice with posts about <a href="http://www.theyeshivaworld.com/news/headlines-breaking-stories/446750/pokemon-go-and-halacha.html" target="_blank">Pokemon Go and Halacha</a>, <a href="http://digitaljlearning.org/blog/2016/07/20/top-6-ways-use-pok%C3%A9mon-go-jewish-education" target="_blank">ideas for using the game in Jewish education</a> and musings on <a href="https://torahlive.com/blog/2016/07/pokemon-go-torah/" target="_blank">Pokemon Go and Torah</a>.<br />
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<br />The Magic of Augmented Reality</h3>
What makes this app so magical is its use of augmented reality to connect the real world with an enhanced virtual one. One can be walking down the street and a Pokemon pops up in the viewfinder of one's phone that one needs to capture using the Poke Ball. Local buildings double dip as Poke Stops where one can pick up extra Poke Balls. More advanced users can pit their Pokemon against each other in gyms which are usually more prominent local landmarks. For example, both my local synagogues are gyms which explains the random people who seem to hang out outside them glued to their cell phones.<br />
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A Pokemon Go Field Trip</h3>
I am hardly a hard-core gamer, I think I am on Level Two right now, but I have taken a few Pokemon Go field trips in my neighborhood. You can view pictures from one of my excursions below.<br />
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Pokemon Go can make any routine chore into an adventure. For example, on a recent trip with my daughter to the doctor, I whipped out my cell phone and opened the app. In the waiting room, my daughter caught a Pokemon in the waiting room. Then as we waited for the doctor to come to the examination room for what seemed like an endless time, she posed with a different Pokemon.<br />
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A photo posted by Tzvi Pittinsky (@techrav) on <time datetime="2016-07-26T16:27:07+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Jul 26, 2016 at 9:27am PDT</time></div>
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Pokemon Go is likely a fad which might be supplanted by other apps even before the new school year. However, it illustrates the power of augmented reality. Augmented reality together with its even more immersive cousin virtual reality, made popular by the inexpensive <a href="https://www.instagram.com/p/BHLuq0WghTB/?taken-by=techrav" target="_blank">Google cardboard headsets</a>, has been all the rage in educational settings. I have blogged about using the <a href="https://www.aurasma.com/" target="_blank">Aurasma</a> augmented reality app at our Evening of the Arts <a href="http://techrav.blogspot.com/2016/04/pottery-augmented-reality-zechariah.html" target="_blank">here</a> and <a href="http://techrav.blogspot.com/2016/05/3-things-i-learned-about-aurasma.html" target="_blank">here</a>.<br />
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<h3>
AR and VR at ISTE</h3>
AR and VR as they are known were very popular subjects at the <a href="https://conference.iste.org/2016/" target="_blank">ISTE conference</a> in the end of June. The line for Google's VR sessions were down the hall throughout the conference. I attended an excellent session on <a href="https://docs.google.com/presentation/d/1dMVsnMrkxcxcN7Cr3pK7BR9L4WdUXl0FeVAf8vKot_8/edit#slide=id.p" target="_blank">Google Cardboard and Virtual Reality Apps</a> and an Augmented Reality tour entitled <a href="https://www.evernote.com/shard/s95/sh/7c857667-3618-42b2-968d-5ce938758282/ce430ab4ef5e5c53346d3dc03b1e153e" target="_blank">Walking the Augmented Reality Line</a>. The tour gave participants the opportunity to leave the convention center and walk through Denver's beautiful downtown. Each of us practiced making Auras and we even made a 360 image on our smartphones using Google street view. Google has created guide to <a href="https://docs.google.com/presentation/d/1qyOh9F4CbIwEcUekHy3_fU8TeVvL23Psl2C8aZMrTIE/edit#slide=id.g10ccf4d4ad_0_6" target="_blank">creating street view images and sharing them with others</a> on Google Maps. My <a href="https://www.google.com/maps/@39.7476672,-104.995149,3a,90y,29.11h,55.34t/data=!3m7!1e1!3m5!1s-hi_f9X143bE%2FV3Py4v8QqLI%2FAAAAAAAA150%2FGW0-4tslMLQ8eGKjlAvcUx3-wrDjjCqvACLIB!2e4!3e12!7i10240!8i5120" target="_blank">street view</a> is embedded below. Note that since this was my first attempt at making a 360 image and I only used my phone, not a specialized camera like the <a href="https://theta360.com/en/" target="_blank">Ricoh Theta</a>, the image has some gaps and many people moved while I was taking the image which also created some gaffes but one gets the idea. I am sharing it, warts and all, for your benefit (and a few laughs).<br />
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<h3>
<br />AR, VR, and the Jewish Experience</h3>
But what does any of this have to do with Jewish education? As the people of the book, many of us prefer the old school approach of pen and paper to these flashy new apps. And as scions of a tradition dating back over three thousand years, new fads do not necessarily excite us. However, I believe that augmented and virtual reality are not just modern gimmicks but cut to the core of the experience of Judaism.<br />
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The Jewish experience has always fundamentally been one of augmented reality. How else can one explain the fact that in nine days from now we will be sitting on the floor, fasting and crying over a temple destroyed almost two thousand years ago. <a href="http://www.jewfaq.org/holidayd.htm" target="_blank">Tisha B'Av</a> is not merely a commemoration of events from long ago. We re-experience those events as if they are occurring right now. The actions of fasting and mourning which begin three weeks prior to the fast and reach its crescendo on that sorrowful day, transform the reality in front of us. We are no longer enjoying the fun and sun of a lazy summer day but the sorrow of a people who throughout history have faced tragic events on these days.<br />
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What is true about the sorrow of the month of Av is true about our times of joy as well. Purim and the month of Adar in which it takes place is not just a joyous event from the past but through the cycle of the Jewish calendar, a continuously joyous time in the present as well. Rabbi Abraham Joshua Heche observes in his classic work on The Sabbath that Shabbat is not a just a day of the week but an atmosphere. When Rabbi Joseph Soloveitchik viewed the setting sun on Yom Kippur afternoon, he did not merely see a beautiful natural event but experienced an augmented reality, through the setting sun on Yom Kippur one is forgiven of all of their sin. The very day is imbued as one of forgiveness.<br />
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This I believe this is the promise of augmented reality in Jewish education. Rabbi Soloveitchik often bemoaned the fact that it is much easier for a teacher to transmit the knowledge of Judaism than to communicate the the emotional connection to Jewish practice, the Jewish experience. (One can read more about this in an article that I wrote a few years back in the journal Ten Da'at on <a href="http://www.lookstein.org/articles/pittinsky_soloveitchik.pdf" target="_blank">The Role Of Teacher And Student In Jewish Education According To Rabbi Joseph B. Soloveitchik</a>.)<br />
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Perhaps these new technologies can be a part of a solution to this. Immersive technology-enhanced Jewish experiences, either created by students or by Jewish educators, could become a part of the Jewish experience.<br />
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I recently had a phone conversation with someone who worked for a Jewish foundation. She wanted advice on the next big Jewish educational technology initiative. After some words of caution about chasing the newest exciting technological device rather than sound pedagogy, I mused how great it might be if professional Jewish educators, tour guides, photographers, and Israeli students could created immersive virtual reality tours of all of the major sites in Israel for the benefit of students in the Diaspora. In the United States, when learning the Book of Joshua for example, I cannot take my students on a field trip to see the walls of Jericho. We cannot go see Jeremiah's scribe's <a href="http://www.aish.com/ci/sam/48969466.html" target="_blank">autograph on a signet ring</a> discovered at the City of David. But through AR, VR, and other technologies perhaps we can help fashion these experiences for our students.<br />
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This is one of the reasons that I am so passionate about Jewish EdTech. The people of the book also taught the nations how to experience the world, how to transform the reality they lived in. For thousands of years from all the corners of the world they pined for a land they could not see; they experienced the texture of the Sabbath and festivals, days that outwardly seemed like any other. This ability to augment the Jewish reality is perhaps the secret of Jewish survival.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-89661062282963069032016-07-18T14:49:00.000-04:002016-07-19T10:42:21.648-04:00Frisch's Engineering Poster Presentation at #ISTE2016One of my highlights of the <a href="http://isteconference.org/" target="_blank">ISTE conference</a> which I attended last month was a poster session on <a href="https://conference.iste.org/2016/program/search_session_detail.php?id=100333005" target="_blank">Teaching an Integrated STEM Class</a> given by my colleague at <a href="http://frisch.org/" target="_blank">The Frisch School</a> and Chair of our Engineering and Computer Science department, <a href="https://www.instagram.com/frischengineering/" target="_blank">Mrs. Rifkie Silverman</a>.<br />
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Let me explain.<br />
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For the past five plus years, I have been enamored by our engineering program. What began with 18 select students and a curriculum developed by <a href="http://www.thecije.org/" target="_blank">The Center for Initiatives in Jewish Education</a>, has grown into a two year track for students of all levels of ability combining mechanical, electrical, and biomedical engineering, Arduino micro-processors, coding, and 3d printing in a project-based learning environment where every student is held accountable and given all the tools to excel. Whenever I need a lift during a busy school day, I just hang out in the lab for a few minutes to be amazed by our students busy at work in small groups with Rifkie, rarely from the front of the room, offering her expert knowledge and as needed assistance. I have blogged about this program numerous times, for example, <a href="http://techrav.blogspot.com/2012/06/how-can-we-utilize-student-driven.html" target="_blank">here</a>, and <a href="http://techrav.blogspot.com/2013/05/today-i-witnessed-future-of-education.html" target="_blank">here</a>, and <a href="http://techrav.blogspot.com/2016/06/using-technology-to-enhance-jewish.html" target="_blank">here</a>, and I have the privilege to work closely with the students especially in the area of 3d design.<br />
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<tr><td class="tr-caption" style="text-align: center;">Mrs. Rifkie Silverman, myself, and Dr. Ethan Zadoff at the Frisch Engineering Poster session.</td></tr>
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Watching our program featured as an exemplar not only for Jewish schools but to the 16,000 plus attendees at ISTE representing thousands of schools was exhilarating. Our table included many examples of student products including the <a href="https://docs.google.com/document/d/1J7dPAa2ZQrLxBWyhu-z_8cmHZSNJr5Sv-RBDj-tnZGY/edit" target="_blank">G.R.A.B.</a>, a prosthetic arm controlled by movements of specially outfitted eyeglasses, the <a href="https://docs.google.com/document/d/1gIOk590t9E0sMf2MIOmOlYuHefCw0D6zl5CorT5ZlkM/edit" target="_blank">Super Spoon</a>, a specially designed utensil which helps steady the grip of a user with a tremor, and the <a href="http://jewishstandard.timesofisrael.com/opening-the-door/" target="_blank">Shabbat safe sliding door</a>, designed by two of our seniors in close consultation with the <a href="http://www.zomet.org.il/eng/" target="_blank">Zomet Institute</a> as a part of a course integrating <i>halacha</i> and engineering. Participants also watched a video window into our labs with dozens of our students describing their projects. You can view the video below.<br />
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But even more impressive than the student produced engineering projects was the process. The greatest challenge in Project Based Learning is accountability. How does one ensure that every student is working and learning every single day? This becomes even more apparent when one is conducting not just a two week project-based unit of study but a capstone project over the course of an entire semester. At the poster session, Rifkie demonstrated a <a href="https://docs.google.com/document/d/1V7ajrPyC_QPlK5XSSrR54coebJiE_sIGhRRdgW6d2Qk/edit#" target="_blank">Google doc</a> containing various rubrics, self-check quizzes, and other educational strategies utilized to keep students focused and on task. This Google doc also linked to shared Google docs that every group created as a digital journal of their work.<br />
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In the past, students created written journals which they were required to update regularly throughout the weeks spent on their final project. This year, the physical journals were migrated to the digital Google docs format. This allowed students to collaborate as the three students in each group could all easily update their journal with the revision history indicating exactly who made which contributions. These digital portfolios were also shared with Mrs. Silverman so she could have a handle at any moment on what students were up to without having to collect anything from them.<br />
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At the end of the process, each group was required to create a publicly accessible Google doc as a cover page linking to their digital journal and to a video demonstration of their project. Knowing that their work was being shared not only with their teacher but with a world-wide public audience through their digital journal further enhanced the professionalism and attention to detail of the students.<br />
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At ISTE, teachers from as far away as Mexico, Australia, and dozens of states came to hear about the Frisch engineering program during the poster session. It was a real <i>Kiddush Hashem</i> as our students were able to serve as an <i>Or Lagoyim</i>, a Light to the Nations, by showing a model of rigorous project-based engineering created with a focus on <i>Tikkun Olam</i>, perfecting the world. You can read a newspaper account of the session <a href="http://jewishlinknj.com/index.php?option=com_content&view=article&id=13743:frisch-chosen-as-only-jewish-high-school-to-present-poster-at-iste-2016-conference-in-denver&catid=162:schools&Itemid=574" target="_blank">here</a> and pictures from the poster presentation and other moments of the Frisch ISTE delegation are embedded below.<br />
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com1tag:blogger.com,1999:blog-30133185.post-64655166558062165032016-07-13T12:40:00.002-04:002016-07-14T12:27:09.640-04:00Suggestions for Broadening Your EdTech Skill SetIt's the summer when many of us teachers try to think of ways to expand our horizons and broaden our skills so we can better reach each and every one of our students. With this in mind, a friend of mine from graduate school who is making <a href="https://en.wikipedia.org/wiki/Aliyah" target="_blank">Aliyah</a>, just messaged me the following concerning ideas for learning more about the world of educational technology.<br />
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I'm moving to Israel this summer and was wondering if you're familiar with any online, or in Israel, Ed tech certifications. I'm not sure when I'll begin working so I figured this is something that could keep me a little busy and hopefully broaden my skill set.</blockquote>
I responded to him and then realized that it might be worth sharing with my larger <a href="https://en.wikipedia.org/wiki/Personal_learning_network" target="_blank">Personal Learning Network</a>. I know that I have blogged about many of these in the past but i am hoping this very short list can serve as a refresher and a motivator for many of us (myself included) who need to be reminded of the importance of finding ways to consistently grow as effective educators.<br />
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My response appears below.<br />
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Here are some options.<br />
1) You can try an online certificate through <a href="http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/Pages/ProgramObjective.aspx" target="_blank">MOFET International</a>.<br />
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Full disclosure, I teach one of their courses.<br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: start;"> </span><a href="http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/using-web-2-0-tools.aspx" style="font-size: medium; text-align: start;" target="_blank">Using Web 2.0 Tools to Transform Teaching and Learning</a></td></tr>
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2) You can become a <a href="https://www.google.com/edu/training/" target="_blank">Google Certified Teacher</a>. They offer free online training and then you just pay for the tests which are not a lot of money. Or you can find trainers who will offer training towards Google certification. </blockquote>
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3) You can take a <a href="https://en.wikipedia.org/wiki/Massive_open_online_course" target="_blank">MOOC</a>, a Massive Open Online Course. These courses can be excellent but require a great deal of self motivation. </blockquote>
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<a href="https://www.edx.org/school/mitx" target="_blank">MIT</a> is starting a 4 course series in EdTech. The first day is tomorrow, July 14, 2016, but since they are self-paced you could start later. Check them out at: <a href="https://www.edx.org/xseries/edtechx-educational-technology-xseries" target="_blank">EdTechX: Educational Technology XSeries Program</a> I am enrolled in the first course. The courses are free to audit and you could go for a verified certificate for $99 a course.<br />
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I am also enrolled in Harvard's <a href="https://cs50.harvard.edu/" target="_blank">CS50</a> MOOC which is an introduction to computer science. It is a challenging course but is excellent. Here is a link to the EdX version of the course: <a href="https://courses.edx.org/courses/course-v1:HarvardX+CS50+X/info" target="_blank">HarvardX's CS50</a> </blockquote>
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<li>I blogged about the experience of taking this course last summer: <a href="http://techrav.blogspot.com/2015/08/5-lessons-that-i-have-learned-from.html" target="_blank">5 Lessons That I Have Learned from Harvard's CS50</a> As you can tell, I only have time to take these types of courses over the summer so I started this past summer and am continuing now. </li>
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4) You can reach out to one of the online EdTech providers in Israel. I am friends with <a href="https://twitter.com/jetsisrael" target="_blank">Smadar Goldstein</a> who runs <a href="http://www.jetsisrael.com/" target="_blank">JETS Israel</a>. </blockquote>
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You can view their Fall 2016 schedule <a href="http://www.jetsisrael.com/no-teacher-left-behind-fallwinter-2016/">here</a>. </blockquote>
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5) You can take <a href="http://www.edtech30.org/">#EdTech30</a>, a free online course by my friend, Seth Dimbert, AKA <a href="https://twitter.com/MisterD">MisterD </a>featuring 30 edtech applications presented in 30 days. The last round of this course ended in May 2016 but the entire course is archived online to take anytime.<br />Would love to hear how it goes.</blockquote>
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This is obviously a very short list of free or low-cost EdTech Professional Development opportunities. Please share your own by commenting to this post.</div>
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-9532017991570075012016-07-03T00:41:00.000-04:002016-07-03T06:41:08.923-04:00Networking with Jewish Educators at #ISTE2016The first word most people give when describing the International Society for Technology in Education or <a href="https://conference.iste.org/2016/" target="_blank">ISTE conference</a> which took place this past week in Denver, Colorado is overwhelming. With its 15,000+ participants, presenters, and vendors running dozens of events simultaneously throughout the four days of the conference, it can be a daunting experience especially for first time attendees. Its a good type of overwhelming mind you, that feeling that there is so much to take in that one's brain begins to hurt from the sensory overload. That's why I appreciate the fact that it always takes place at the end of the school year so I have an entire summer of reflecting, which I often do with the help of this blog, to think about the significance of what I learned and how it can be integrated into my teaching practice and that of my teachers.<br />
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However, if at the conference, there was a way to create a mini-conference, a small group within this vast stream of people that would be very advantageous.<br />
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Kosher Meals Sponsored by the Avi Chai Foundation</h2>
As someone of Jewish descent, a member of the "tribe", I feel I have an advantage in this area. We Jews like to stick together and as an observant Jew who keeps the laws of <a href="https://en.wikipedia.org/wiki/Kashrut" target="_blank">kashrut</a>, this becomes a religious imperative at least in the area of eating. Luckily, thanks to the kosher meals <a href="http://avichai.org/" target="_blank">Avi Chai Foundation</a> generously sponsored, we were provided with a space to converse with like-minded educators throughout the convention.<br />
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This room where the meals were served became our base of operations not only for eating but to forge relationships with individuals in Jewish day schools throughout North America. Many lingered in this space or even came when it was not meal time to unwind and reflect with others. Instead of sponsoring a small cohort of Jewish educators as Avi Chai and <a href="http://digitaljlearning.org/" target="_blank">Digital J Learning</a> of the Jewish Education Project had done the past five years, by creating a common space for all Jewish educators, Avi Chai was responsible for creating a cohort of all observant Jewish educators at the conference. For this, I am very thankful. We even posed for a "selfie" at the end with a thank you sign drawn on an iPad Pro using the <a href="http://www.apple.com/apple-pencil/" target="_blank">Apple Pencil</a> by the talented Rabbi Michael Cohen, <a href="https://twitter.com/TheTechRabbi" target="_blank">The Tech Rabbi</a>.<br />
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<a href="https://www.instagram.com/p/BHOUkL-Aliv/" style="color: black; font-family: "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_blank">Thank you to The AVI CHAI Foundation for not only sponsoring all of our kosher meals at the ISTE 2016 Convention but becoming our home away from home with a room at the conference for collaborating, sharing, and reflecting about Educational Technology and Jewish Education in general. Your generosity helped to foster a nation-wide cohort of Jewish educators. We hope to continue our fruitful conversations in the future. Special thanks to Gary Hartstein from The Jewish Education Project who worked tirelessly at the conference to ensure that all logistics were perfectly taken care of. #HakaratHatov #ThankYou #ISTE2016</a></div>
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The Jewish Educators Network Meet-Up</h2>
Besides meals, the other opportunity to come together was through <a href="https://conference.iste.org/2016/program/search_session_detail.php?id=103654526" target="_blank">The Jewish Educators Network</a>, the ISTE supported PLN for educators in Jewish Day Schools. The Jewish Educators Network has been a part of ISTE for well over a decade. For many years, ISTE featured this group as a part of its "Birds of a Feather" meetings. These past two years, I have organized the group together with a team of Jewish EdTech leaders. Despite the fact that ISTE chose not to include Birds of a Feather meetings this year, they still gave us a room and scheduled our meeting as a part of the ISTE Program.<br />
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When we started planning our event, we realized that we wanted to change things up and give as many Jewish educators a voice as possible. Since Avi Chai was already sponsoring meals for all Jewish educators, the usual discussion based program for our meeting seemed less necessary. We would already have many opportunities for discussions during meals so we decided instead to give all participants an opportunity to present at the Jewish Educators Network meeting Ignite-type sessions, which would be no longer than 5 minutes using either 20 slides or some other technology supported platform. We made a <a href="http://tinyurl.com/iste16jednetwork" target="_blank">call for a presentations</a> about a month before the program and waited to see what would happen.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcscVtFvd4EG791sAOJVNStNDLvo9S0XNkt5zzKVwRsIX3deNp3efoXZ7xC5-G3m255WE9ikeXvJd8ePUk3OOa_zdu_c4TYNKwTlVCtyD_R1HiftOwsfiex-__0r7iz_mb0Hnt/s1600/20160627_185942.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcscVtFvd4EG791sAOJVNStNDLvo9S0XNkt5zzKVwRsIX3deNp3efoXZ7xC5-G3m255WE9ikeXvJd8ePUk3OOa_zdu_c4TYNKwTlVCtyD_R1HiftOwsfiex-__0r7iz_mb0Hnt/s640/20160627_185942.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This year's Jewish Educators Network organizers, from left to right, <a href="https://twitter.com/Edtechmorah" target="_blank">Rebecca Penina Simon</a>, <a href="https://twitter.com/stewgreenberg" target="_blank">Stew Greenberg</a>, <a href="https://twitter.com/MisterD" target="_blank">Seth Dimbert</a>, <a href="https://twitter.com/TechRav" target="_blank">myself</a>, and <a href="https://twitter.com/DrBenjaminGross" target="_blank">Benny Gross</a></td></tr>
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Many responded and at the program, we were privileged to hear six illuminating presentations by both Jewish edtech veterans and some new voices given their first opportunity to present on the ISTE platform.<br />
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<li><a href="https://twitter.com/CIJETech" target="_blank">Faigy Ravitz</a> <a href="https://docs.google.com/presentation/d/1IyqPVF8Lk3xTJ_iEjeTe2-DZOsdm3k-xlCEQi9pQ5N0/edit#slide=id.p4" target="_blank">presented</a> on <a href="https://www.italam.org/italam-fed.dev-italam-org/mainApp/index.html" target="_blank">iTaLAM</a>, a digital platform for learning Hebrew, showed off <a href="https://jewishinteractive.org/project/ji-tap/" target="_blank">Ji Tap</a> the newest game creation engine from Jewish Interactive, and gave a sneak peak at a new curriculum for teaching the history of Jerusalem featuring augmented reality, virtual reality and gamification.</li>
<li><a href="https://twitter.com/shuaell" target="_blank">Shua Lindenbaum</a> <a href="https://docs.google.com/presentation/d/1jt7PW4lIpBGkh5vApou7CFbDqiDDgJryfzpVIIsAGl4/edit?usp=sharing" target="_blank">presented</a> ways to utilize technology to transform Tefillah. Some of his ideas included creating a fully immersive Tefillah app, not just the siddur on a smartphone but a game-based learning opportunity for students to contemplate the different stages of Tefillah. Another idea he presented which I found particularly creative was to have students create virtual reality tours of various synagogues either within the school or by going on a class trip and describe how each space helps to enhance the Tefillah experience. This might have been technologically daunting even a few years ago but with the ability to create 360 photos using a smartphone and <a href="https://play.google.com/store/apps/details?id=com.google.android.street&hl=en&gl=us" target="_blank">Google Street View</a> or by purchasing a relatively inexpensive <a href="http://ricohimaging.com/products/theta-series/" target="_blank">360 camera</a> this can now be accomplished fairly easily.</li>
<li><a href="https://twitter.com/jetsisrael" target="_blank">Smadar Goldstein</a> illustrated how to use a <a href="http://linoit.com/users/ieducate/canvases/Maayanot1" target="_blank">Lino Board</a> for students to post notes about a chapter of Tanach they were studying and <a href="https://docs.google.com/document/d/1z5sL69w5QJWo1KI69vkjAD0amPXBj6Fdxu0HcTTlDQA/edit#heading=h.ca4kx1i2m22" target="_blank">Google Docs</a> for students to argue about different approaches to the text. This method not only enhances the study of parshanim but gives every student a voice in the class as everyone must comment on the text as opposed to a regular discussion-based class where often only the more vocal students have a chance to speak.</li>
<li><a href="https://twitter.com/NanceAdler" target="_blank">Nance Adler</a> <a href="https://drive.google.com/file/d/0B0U_yKm6IcTOV2NDamtDU0xZTzQ/view?usp=sharing" target="_blank">presented</a> on how she used flipped lessons to help students achieve fluency in chanting the prayer service. What I appreciated about this very practical tech tip is that it outsources something everyone considers to be important, the ability to say the prayers out loud, but which many don't do enough in class since it can be quite boring, to the flipped learning setting where students can spend as much time as they need to achieve mastery.</li>
<li><a href="https://twitter.com/lisamicley" target="_blank">Lisa Micley</a> <a href="https://docs.google.com/presentation/d/15XEckf6P1fetoOlMQ56Kx8To1DiWk-mcyTfTvd8duds/edit?usp=sharing" target="_blank">presented</a> on the <a href="http://thevirtualhighschool.org/OJSC" target="_blank">Online Judaic Studies Consortium</a> of the Jewish Virtual High School which she is spearheading. What I found fascinating about her presentation was the example class on Digital Citizenship and Jewish Values which she showcased. This class connected issues like gossiping on social media to the concept of Lashon Hara and even featured a sample of a student's Internet Ten Commandments with commandments like "Do not gossip", "Take breaks from technology", and "Do not abuse the power of the internet".</li>
<li>Finally, <a href="https://twitter.com/TheTechRabbi" target="_blank">Michael Cohen</a>, <a href="https://docs.google.com/presentation/d/1nCji-9RFo_mh0FslxBMbpCikc9uKAT4NkAkkQ-F_zYA/edit?usp=sharing" target="_blank">presented</a> on using design theory in professional development as a continuous process to foster communication, collaboration, critical thinking and creativity. His most memorable slide made the point that teachers will be unsuccessful if they just superimpose technology onto the same teaching methods they always use without thinking creatively about how technology can be effectively integrated to transform education. His illustrated this with a drawing of a horse and buggy on roller skates strapped to two jet engines. This might make for a hilarious YouTube video but it is not a very effective method of travel.</li>
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<tr><td class="tr-caption" style="text-align: center;">Michael Cohen presenting his souped up "horse and buggy"</td></tr>
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The six presenters were followed by closing remarks by <a href="https://twitter.com/ghartstein" target="_blank">Gary Hartstein</a> of the Jewish Education Project, the organization that sponsored cool branded <a href="https://twitter.com/TechRav/status/746178034558963712" target="_blank">Google Cardboard headsets</a> that were given to all meeting participants, who described <a href="http://digitaljlearning.org/professional-development-offerings" target="_blank">professional development offerings</a> that the Jewish Education Project's Digital JLearning Network will be offering in the fall.<br />
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<tr><td class="tr-caption" style="text-align: center;">Our six presenters, Nance Adler, Lisa Micley, Faigy Ravitz, Shua Lindenbaum, Michael Cohen, and Smadar Goldstein</td></tr>
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<a href="https://twitter.com/tktchr" target="_blank">Debbie Harris</a> created an awesome sketchnote of the Jewish Educators Network Presentations which you can see below.<br />
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Sketchnote by <a href="https://twitter.com/tktchr">@tktchr</a> of our Jewish Educators Network Ignite presentations. <a href="https://twitter.com/hashtag/ISTE2016?src=hash">#ISTE2016</a> <a href="https://twitter.com/hashtag/JedNetwork?src=hash">#JedNetwork</a> <a href="https://twitter.com/hashtag/NotatISTE16?src=hash">#NotatISTE16</a> <a href="https://t.co/5CP3qeO58e">pic.twitter.com/5CP3qeO58e</a></div>
— Tzvi Pittinsky (@TechRav) <a href="https://twitter.com/TechRav/status/748241449687252992">June 29, 2016</a></blockquote>
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You can also view a photo album of the event.<br />
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The most memorable quote of the meeting was made by Lisa Micley when describing the connection between all six presentation and the name ISTE gives for these type of sessions, Ignite. She said:<br />
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נר לאחד נר למאה A fire will not just Ignite one candle but can be a spark for hundreds. </blockquote>
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It is my hope that the meeting of the Jewish Educators Network at ISTE was not just an opportunity to ignite all the participants in the room but helped us to light a fire for the thousands of other ISTE attendees that we can take back to each of our individual schools to utilize technology to spark creativity and critical thinking in all of our students.<br />
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com1tag:blogger.com,1999:blog-30133185.post-56086006798892991712016-06-23T22:47:00.002-04:002016-06-23T23:18:18.959-04:00Guide to the ISTE 2016 Conference: A Key to Unlocking the Conference!Will you be attending the <a href="https://conference.iste.org/2016/" target="_blank">ISTE 2016 Conference</a> next week in Denver, Colorado? Or perhaps, you will be #<a href="https://plus.google.com/communities/102762507417207490264" target="_blank">NOTATISTE</a> this year, following the conference virtually from home.<br />
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Either way, I hope you will find the <a href="https://docs.google.com/document/d/1YpSViEoad9u67Yi1powbtfnlE8X6eRzlusaLZiru-2I/edit" target="_blank">Guide to ISTE 2016</a> below to be helpful. It is based on a guide originally created by <a href="https://twitter.com/jlearn20" target="_blank">Caren Levine</a>, a long-time ISTE veteran and the creator of the Jewish Educators' Network Birds of a Feather at ISTE. I first used an earlier version of this guide in 2011 when I was a member of the <a href="http://avichai.org/" target="_blank">Avi Chai Foundation</a>'s ISTE cohort and found it to be indispensable. I have updated this doc together my colleague at The Frisch School who attended the last two ISTE conferences with me, <a href="https://twitter.com/mathwithbernath" target="_blank">Sabrina Bernath</a>. Please share this <a href="https://docs.google.com/document/d/1YpSViEoad9u67Yi1powbtfnlE8X6eRzlusaLZiru-2I/edit" target="_blank">Google Doc</a> with others. I have shared it so that others can comment and then I can incorporate these comments into the living document.<br />
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In addition to the ISTE guide, for the third year in a row, I will be crowdsourcing notes for ISTE. This will benefit those attending the conference virtually as well as those who will be there in person but cannot possible attend every worthwhile session since many are given simultaneously. You can read about previous crowdsourced notes which I did in collaboration with <a href="https://twitter.com/suewaters" target="_blank">Sue Waters</a>, from #ISTE2014 <a href="http://techrav.blogspot.com/2014/06/crowdsourcing-iste14.html" target="_blank">here</a> and <a href="http://techrav.blogspot.com/2014/07/crowdsourcing-iste14-with-help-from.html" target="_blank">here</a> and from #ISTE2015 <a href="http://techrav.blogspot.com/2015/06/preparing-for-iste2015-why-technology.html" target="_blank">here</a> and <a href="http://techrav.blogspot.com/2015/06/crowdsourcing-notes-for-iste2015.html" target="_blank">here</a>.<br />
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Please click on the following link to open the Google spreadsheet with this year's crowdsourced notes: <a href="http://tinyurl.com/crowdsourcingiste16">http://tinyurl.com/crowdsourcingiste16</a>. The idea is simple. Anyone in the world can edit this spreadsheet with their name, session title, and a link to their notes or blog post about this session. I welcome your additions to help benefit all through the wonder of crowdsourcing.<br />
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Stay tuned for more posts from ISTE next week!<br />
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<iframe height="600" src="https://docs.google.com/document/d/1YpSViEoad9u67Yi1powbtfnlE8X6eRzlusaLZiru-2I/pub?embedded=true" width="850"></iframe><div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-20781631767003429712016-06-13T23:51:00.002-04:002016-06-13T23:51:23.496-04:00Jewish Educators Network Meet-up @ #ISTE2016<div dir="ltr">
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There will once again be a Jewish Educators meet-up this year at the <a href="https://conference.iste.org/2016/" target="_blank">International Society for Technology in Education Conference</a> at the <a href="http://denverconvention.com/" target="_blank">Colorado Convention Center</a> in Denver. If you will are at ISTE, we hope that you can join us for fruitful conversations, networking, and sharing. The meeting will take place on Monday, June 27, 5:30-6:45pm. Click <a href="https://conference.iste.org/2016/program/search_session_detail.php?id=103654526" target="_blank">here</a> for more details from the ISTE program.</div>
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We encourage you to sign up in advance and submit the topics you are interested in. In addition to discussions, we are adding a reflect and share segment where selected participants can give a 5 minute presentation to the group about a successful Jewish EdTech integration that they have utilized or a challenge that they have overcome. You can submit a short abstract of your session proposal using the form as well. </div>
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Below is the link to this form. Please share this link with your friends and colleagues who will also be at ISTE. </div>
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Not at ISTE this year? Feel free to fill out the form as well and we will send you information on how to participate virtually via Periscope.</div>
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-82558354695821394442016-06-01T16:40:00.002-04:002016-06-01T16:44:38.557-04:00Using Technology to Enhance Jewish Identity and Values <i>I recently responded to a query on the <a href="http://www.lookstein.org/" target="_blank">Lookstein Center</a>'s Lookjed Listserv on laptops in class. The query was based on a recent <a href="https://seii.mit.edu/research/study/the-impact-of-computer-usage-on-academic-performance-evidence-from-a-randomized-trial-at-the-united-states-military-academy/" target="_blank">research study</a> which found a negative effect on exam scores in classes in which laptops were used for notetaking without restriction vs. classes where tablets were only permitted if laid flat on the desk. I am including my response below which I hope illuminates what I believe is the most salient reason to integrate technology into the Judaic Studies classroom.</i><br />
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In reference to the question about <a href="http://lookstein.org/lookjed/read.php?1,23117,23117#msg-23117" target="_blank">laptops in class</a>, <a href="http://lookstein.org/lookjed/read.php?1,23117,23118#msg-23118" target="_blank">Olivia Friedman</a> does an excellent job explaining the SAMR model and applying it to Jewish educational technology integration. <a href="http://lookstein.org/lookjed/read.php?1,23117,23119#msg-23119" target="_blank">Sholom Eisenstat also lists some important elements</a> of successfully disruptive technology integrations. I have little to add to either of their presentations, as they are both based on sound research and best practices. Still, I’d like to offer my own perspective on my <i>raison d'etre</i> for advocating edtech in the Jewish educational classroom.<br />
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What sets Judaic subjects apart is the emphasis on Jewish experience. In Judaic studies, we are not only teaching a set of skills and the content itself, but seeking to instill a way of life - what Rav Yosef Dov Soloveitchik z”l called the <i>Torat Imecha</i> - and the love, feeling and experience of Judaism. A student’s rebbeim and morot not only teach material but also represent Jewish identity and values. Obviously, there are many ways to instill positive Jewish experiences for our students, and I believe that technology is a positive and powerful tool for our students to explore numerous avenues of creativity and self-expression. Technology also affords them a much wider audience for their achievements.<br />
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Allow me to provide three examples:<br />
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1) The 9th Grade Gemara Page</h3>
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I have very fond memories of my first successful major Jewish edtech integration, a “How to Learn Gemara” website which I created with a freshman class at The Frisch School 15 years ago. This was in 2001, at the dawn of the world wide web. Our hosting site was Geocities, which Yahoo has since sunsetted, although you can still find our project here: <a href="http://geocities.ws/pittinsky/" target="_blank">http://geocities.ws/pittinsky/</a>.<br />
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As a culmination of our year-long skills based Gemara curriculum, students were assigned to create a website to help other freshmen like themselves learn Gemara. What set this project apart was the differentiation technology provided. Students were divided into groups, with each group tasked with explaining a Gemara sugya, or topic, from the year. They had to divide and classify each part of the discussion, color code it, include translations and keywords, and they could even illustrate the text if they chose to. In addition to our content creators, some students were editors of the site, others were coders. We had photographers, artists, and even students who created crossword puzzles of different topics to post on the site.<br />
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To this day, I still have a very close relationship with many students from this shiur who vividly recall the Gemaras they analyzed for the site. They knew they were doing something special. It was the shared experience which technology helped to facilitate that created strong bonds between rebbe and student and between the student and the Jewish text and practice.<br />
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Today, with tools like <a href="http://www.sefaria.org/" target="_blank">Sefaria</a>, <a href="http://youtube.com/" target="_blank">Youtube</a>, and the ability to build Jewish apps, opportunities for Jewish content creation and engagement abound. I see these opportunities as a powerful way for students to not only achieve mastery of Jewish content but demonstrate that mastery in a way that builds their positive Jewish experience, thus fostering a deeper sense of Jewish identity.<br />
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2) Crowdsourcing the Final</h3>
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This year, I am teaching the Book of Yirmiyahu in Nach. I decided that it would be educationally worthwhile for me to give my students a typical pen and paper final - sort of. I assigned my students to write their own finals, in a meta-cognition activity, and they are doing this using a shared Google Doc and a method called Crowdsourcing.<br />
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In the Google Doc, I put the different units that would be on the final. I then assigned students to work with a partner and add an essay question for each unit of study. No two groups were allowed to post the same essay questions. As an added incentive, I told my students that they would receive a point of extra credit for any question that makes it to the actual final.<br />
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Once students finished this, they expected a more traditional review sheet for the people, places, events, and important phrases which I include in the earlier sections of my final. Instead, I created a second Google doc where students were required to include these as well. Students were also assigned to create an online quiz using Kahoot, <a href="https://getkahoot.com/" target="_blank">https://getkahoot.com/</a>, a fun real-time learning app.<br />
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This week, I plan to continue review as we go over the essay questions in class discussion, whittling them down to the most important essays which they will need to study for the final. (We also plan to spend a lot of time playing Kahoot!) You can view many more ideas for crowdsourcing in the classroom and add your own to the following crowdsourced Google Slideshow: <a href="http://tinyurl.com/crowdsourcingiste" target="_blank">http://tinyurl.com/crowdsourcingiste</a><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1EKX_cJI6TZdhwp6a8WMwdHf7joZUoWcw8drTWtW5yvs/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br />
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Rather than creating the review sheet and the final on my own, as most traditional educators would do, I am outsourcing these tasks for my students to do it for me. Instead of spoon-feeding them the information for them to then spit back on a test and, likely, quickly forget, we are collaboratively creating the assessment. I am confident this experience of creating their own final and review sheet will help them remember the material more thoroughly and feel empowered by a sense of deep accomplishment.<br />
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3) Tikun Olam Makers</h3>
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At Frisch, we have a very successful engineering program thanks to our dedicated chair, Mrs. Rifkie Silverman, and the Center for Initiatives in Jewish Education. Our engineering program started as a sophomore elective with 20 students five years ago and has grown into a freshman and sophomore curriculum with over 120 students. This year, we added a senior elective as a capstone project for graduates of our two-year engineering program. Seniors in this elective research a halachic topic assisted by Rabbi Pinchas Weinberger, a member of our Talmud faculty, using various text-based and online resources, and in consultation via Skype with Rabbi Binyamin Zimmerman of the Zomet Institute of Halacha and Technology in Jerusalem. Students then use their knowledge of Jewish law and engineering to create an innovative product that helps Sabbath-observant Jews in our modern world.<br />
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Last week, our students presented their capstone projects to a panel of students, faculty members and Rabbi Zimmerman. Two of our students used 3D design, circuity, and engineering principles to design a working prototype of a sliding door which could be used in hospitals and other extenuating circumstances on Shabbat. Their presentation displayed a deep understanding of the halachic content as well as the application of the halacha to a real-world circumstance. This type of project, in terms of its research, collaboration across the globe, and use of coding, 3D design, and electronics, would not be possible without deep technology integration. The other group designed a keyboard which can be utilized on Shabbat under extenuating circumstance using similar halachic principles.<br />
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Although many of our freshmen and sophomores have not yet integrated their technology designs with halachic research, they have already designed working prototypes that illustrate engineering principles, coding, and 3d design, and also seek to help improve the world. For example, one group created a low-cost prosthetic arm that can be powered by a small device mounted to one’s eyeglasses, while another group modeled their project after something they learned about from Beit Issie Shapiro, an organization that helps people with disabilities. They designed a portable “Snoezelen,” a multi-sensory device to help individuals reduce agitation and anxiety.<br />
You can read more about the Zomet project <a href="http://jewishstandard.timesofisrael.com/opening-the-door/" target="_blank">here</a> and <a href="http://jewishlinknj.com/index.php?option=com_content&view=article&id=13230%3Afrisch-engineers-present-shabbat-friendly-innovations-to-zomet-institute-director&catid=162%3Aschools&Itemid=574" target="_blank">here</a> and view pictures of various other engineering projects below. <br />
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These three examples illustrate different types of technology enriched activities and projects which bring the Jewish text and values to life. It is these Jewish experiences that I believe help foster in our students a strong sense of Jewish identity and values and a deep measure of pride in their rich heritage. <div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-71320681692837229622016-05-01T21:27:00.001-04:002016-05-01T21:58:50.246-04:003 Things I Learned about the Aurasma Augmented Reality App at the Evening of the ArtsTwo weeks ago, my school hosted its annual <a href="http://frisch.org/" target="_blank">Frisch</a> Evening of the Arts. This program displays the fruit of student’s hard work and creative talents in music and visual arts. You can view pictures from the event below.<br />
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Showcasing the student's creative process.</h3>
One of the challenges of such an event is that it inevitably emphasizes the finished product, the student artwork which is carefully curated into a museum-like exhibition, while the much more important part of the process, how the students designed their pieces, is usually not featured. It is for this reason that my colleague at Frisch <a href="https://www.instagram.com/frischart/" target="_blank">Mrs. Ahuva Mantell</a>, Director of Visual Arts, conceived of utilizing the <a href="http://aurasma.com/" target="_blank">Aurasma</a> <a href="http://mashable.com/category/augmented-reality/" target="_blank">augmented reality</a> app to showcase the student’s creative process.<br />
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Students were tasked with videoing themselves drawing or painting their work using <a href="https://en.wikipedia.org/wiki/Time-lapse_photography" target="_blank">time lapse photography</a> which is now a standard feature on many smartphones. These videos would play automatically when a picture of the artwork was scanned using the Aurasma app as I described in my previous post on <a href="http://techrav.blogspot.com/2016/04/pottery-augmented-reality-zechariah.html" target="_blank">Pottery, Augmented Reality, a Zechariah Gallery Walk, a Hammer and a Nail</a>. Watching how this came together during this magical evening taught me three important lessons about augmented reality and the Aurasma app.<br />
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Kids LOVE augmented reality.</h3>
I was first introduced to the possibilities of augmented reality in education by my good friend Rabbi Moshe Rosenberg who teaches at SAR middle school. He has always kvelled about how engaging this type of technology is for children. He even featured this as his innovative idea in last year’s <a href="https://atidchallenge.strutta.com/entry/8096860" target="_blank">Atid Innovation Challenge</a>.<br />
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So when Mrs. Ahuva Mantell told me of her plans to use Aurasma as a part of the Evening of the Arts, I was very excited to the see the app in action. The visual arts exhibition featured a wall of auras, pictures mounted for scanning, next to a table of iPads which were only opened to the Aurasma app using <a href="http://www.cnet.com/how-to/lock-the-ipad-to-just-one-app/" target="_blank">Guided Access</a>. The high school student performers and artists at the event as well as their younger siblings ran to the augmented reality wall the moment the exhibition opened and many never left. While adults struggled to figure out how to scan the pictures, the kids figured it out intuitively, scanning every single picture. Something about the magic of an expanded universe popping up when each picture was scanned drew in the kids. They then gained valuable experiences by watching how each artwork was created in the videos. I saw some kids even start creating auras of their own using the app. Aurasma is an app which can be used by anyone but now I see how it can have a particular educational benefit for younger ages.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqMR-eS9Zjwub3Zg8iWmxw6uL9FwuGgMWQd781N1SyLSsU5Jxlbapy_zariC6s-FwqYIGiuawnH-n_udkohIxOLnltB5GnrIcXmVBJWkb968sUoylQIyuFzDtoGpnlSXA4KI6X/s1600/20160414_201251.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqMR-eS9Zjwub3Zg8iWmxw6uL9FwuGgMWQd781N1SyLSsU5Jxlbapy_zariC6s-FwqYIGiuawnH-n_udkohIxOLnltB5GnrIcXmVBJWkb968sUoylQIyuFzDtoGpnlSXA4KI6X/s400/20160414_201251.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: small; text-align: start;"><i>An elementary school age student using Aurasma with his father.</i></span></td></tr>
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One needs to follow an account on Aurasma in order to scan its auras.</h3>
While setting up the iPads hours prior to the event, I ran into a seemingly unsolvable problem. While Mrs. Mantell was able to scan all the auras using her phone, I could not get a single one to work on any of the school iPads. First I checked that the auras were publicly shared. They were. Then I thought that perhaps it was an issue with the wireless in the room. Or maybe the 2nd and 3rd generation iPads were just inferior to the more recent iPhones. Finally, I gave up, took a break, and started Googling. I soon discovered the solution. One can only scan an aura that one is following on Aurasma. I am not sure why this is the case and it adds an annoying extra step to the process. One must first create the aura, then share the aura publicly, and then the one scanning it needs to follow the account of the aura. In the case of the Evening of the Arts this was relatively easy since almost all auras were from Mrs. Mantell. So I logged into Aurasma on every iPad and followed ahuvamantell on Aurasma. You can as well.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPogMcsjMMru34err-3QzA6524xyhHjhgbEptatOS295qFDNe3sdYatMDMCZ5Ju1WI-JMtCnT_374agnQqQ9SgjtBrwVCdWeIps0V4Wuw6CJ-gXdwVzUg-y3Xe-Hqvbs3m4ZK-/s1600/aurasma+ahuva.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="267" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPogMcsjMMru34err-3QzA6524xyhHjhgbEptatOS295qFDNe3sdYatMDMCZ5Ju1WI-JMtCnT_374agnQqQ9SgjtBrwVCdWeIps0V4Wuw6CJ-gXdwVzUg-y3Xe-Hqvbs3m4ZK-/s400/aurasma+ahuva.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-size: small; text-align: start;">Follow ahuvamantell on Aurasma using this link: </span><a href="http://auras.ma/s/UoXM4" style="font-size: medium; text-align: start;" target="_blank">http://auras.ma/s/UoXM4</a><span style="font-size: small; text-align: start;"> and then scan the image above using the Aurasma app on your smartphone.</span></i></td></tr>
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Not all pictures make good auras.</h3>
One more thing Mrs. Mantell and I realized when making auras is that not all pictures make good auras. Aurasma will often indicate this with a message saying there is a problem tracking the trigger image and suggesting one use <a href="https://aurasma.zendesk.com/hc/en-us/articles/205584319-Masking-and-Training-Trigger-Images" target="_blank">the masking tool</a>. In my experience, colorful images are the easiest to scan. Aurasma has a hard time with black and white or grayscale and plain white has the hardest time. I learned this when creating the trigger image for my pottery. Originally, I tried using a picture of the side of my piece which is mostly white. When this did not work after repeated attempts, I switched to an image of the inside which was much more colorful. You can see the results below.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0y67fOk_ET15CIY2AeTCU1QlsOS7mLuwUXp4rG394dBncmrqMfgCo3Zho3GCK_RZJ-rzS3_46bDAzVuLgHnZxlpqCVVmgXQtqUnftEjdtXg9ZP_5llWgMFelegtvlNocddkgQ/s1600/Pottery+for+Aura.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="346" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0y67fOk_ET15CIY2AeTCU1QlsOS7mLuwUXp4rG394dBncmrqMfgCo3Zho3GCK_RZJ-rzS3_46bDAzVuLgHnZxlpqCVVmgXQtqUnftEjdtXg9ZP_5llWgMFelegtvlNocddkgQ/s400/Pottery+for+Aura.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-size: small; text-align: start;">Follow TechRav on Aurasma using this link: </span><a href="http://auras.ma/s/Bdesh" style="font-size: medium; text-align: start;" target="_blank">http://auras.ma/s/Bdesh</a><span style="font-size: small; text-align: start;"> and scan the picture in the Aurasma app.</span></i></td></tr>
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The augmented reality piece greatly enhanced the Evening of the Arts. Now that we know how best to use it, we look forward to utilizing the app at future student showcases to add a world of exciting, multi-sensory content to the physical objects the students are displaying.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-33950374707369627652016-04-27T07:57:00.000-04:002016-04-27T11:09:19.963-04:00Teaching our Children (and Ourselves) How to Use Social Media with Care<div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD_gQal0xSV2d0ZQ1R2o2SlMpmcse8lYbrmSAOQvGcYP07iJXKC6eiAV0nwgDXPz6nqEkBe-8msiI50wjdkIRFh2F2OD0_6hoYUdHKvbSHyX-S3ZlTXVdMwcW3zo3A3m5KJXme/s1600/AT_YOUR_OWN_RISK.svg.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhD_gQal0xSV2d0ZQ1R2o2SlMpmcse8lYbrmSAOQvGcYP07iJXKC6eiAV0nwgDXPz6nqEkBe-8msiI50wjdkIRFh2F2OD0_6hoYUdHKvbSHyX-S3ZlTXVdMwcW3zo3A3m5KJXme/s320/AT_YOUR_OWN_RISK.svg.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">By MOTOI Kenkichi [CC0], via <a href="https://commons.wikimedia.org/wiki/File%3AAT_YOUR_OWN_RISK.svg" target="_blank">Wikimedia Commons</a></td></tr>
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I have always tried to impress upon my students the power of the Internet and social media to create <a href="https://en.wikipedia.org/wiki/Cognitive_Surplus" target="_blank">cognitive surplus</a>. By sharing and collaborating online, one can easily reach an audience of thousands. This can be a powerful force for good in the world which I have blogged and presented about this in the context of <a href="http://techrav.blogspot.com/2015/10/crowdsourcing-towards-better-world.html" target="_blank">crowdsourcing</a>, <a href="http://techrav.blogspot.com/2011/04/cognitive-surplus-and-fifth-son-project.html" target="_blank">the fifth son project</a>, and educating our <a href="http://www.torahmusings.com/2011/04/children-in-a-digital-age/" target="_blank">children in a digital age</a>.<br />
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I often talk to my students about the need to carefully cultivate their digital footprint online. They want to be in control of what potential educational institutions and employers see when they Google their name. This involves more than just the usual advice to pause before you post and take down anything that could be damaging. Rather, as my visionary principal Rabbi Eli Ciner emphasizes at <a href="https://frisch.org/" target="_blank">Yeshivat Frisch</a>, our students should be inspired to pursue their passion whether it be in academics, the arts, athletics, or any other creative pursuit.<br />
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I recommend that students should then design an online portfolio based on this passion using social media tools and/or blogging. This is advice that I try to follow myself as I carefully cultivate my thoughts through my various social media channels. I love using <a href="https://twitter.com/techrav" target="_blank">Twitter</a>, <a href="https://www.facebook.com/tzvi.pittinsky" target="_blank">Facebook</a>, <a href="https://www.instagram.com/techrav/" target="_blank">Instagram</a>, <a href="https://www.youtube.com/user/techrav" target="_blank">YouTube</a>, and understand the place for each of these, although I have not quite figured out <a href="https://www.snapchat.com/" target="_blank">Snapchat</a> which is the app of choice for most of my students. See the cartoon below which expresses my feelings about it.<br />
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The challenge with regularly sharing on social media is that each platform has its own etiquette and protocol. Twitter does not work the same way Instagram and Facebook does. Snapchat has its own way of doing things which seems arcane to anyone over thirty making it difficult for people like me to wrap their head around. I experienced this first-hand recently with Linkedin.<br />
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I decided a few days ago to update my <a href="https://www.linkedin.com/in/tzvipittinsky" target="_blank">LinkedIn profile</a>. For the uninitiated, Linkedin is basically a <a href="http://whatis.techtarget.com/definition/LinkedIn" target="_blank">social networking app for the business community</a>. I try to update my profile periodically. Not because I am pursuing a new job. Baruch Hashem, I am very happy in Frisch with my talented and hardworking colleagues and incredibly creative and menschlich students. Rather, I utilize Linkedin as a part of my digital footprint and it also serves a dual purpose as many people look me up to speak at conferences, participate in panels, or for consulting. So I polished my current job description at Frisch, edited and added some of my other experiences, and created a new section with an updated list of my publications. When I saw a question on Linkedin asking "Notify your network?" I clicked "Yes" figuring why not notify people about the changes I made. Was I wrong.<br />
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Soon I started receiving congratulations on my new job, which was just a list of consulting experiences, while my current job at Frisch was still very much at the top of my profile. A couple of people even messaged me on Linkedin and one came over to me in shul asking if I was still at Frisch. I had not realized that by adding another experience, consulting, to my Linkedin profile, and clicking Yes to notifications, everyone on my network was notified either in Linkedin or via email that I had a new source of employment. This was NOT my intention.<br />
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I have since remedied the situation, turning off LinkedIn notifications and further consolidating my profile so that it would more clearly express my professional persona. But the damage was done. Short of telling the world what my real intention was, which is what I am doing right now in this blog post, I am sure some will still have a mistaken impression.<br />
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My experience as someone who considers himself to be quite tech savvy especially concerning social media, gives me pause when thinking about how to educate my students. Social media is really powerful but is also really hard. One mistaken move, even with the best of intentions, can have consequences. I don't think for this reason that we should ban our children and students from using apps like Instagram and Snapchat. Students need to be educated and banning rarely works anyways. But this should give us and them pause...<br />
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Social media apps are powerful and with great power, as Stan Lee famously <a href="http://quoteinvestigator.com/2015/07/23/great-power/" target="_blank">wrote</a>, there must also come-- great responsibility. It is my hope that if we share our social media experiences both positive and negative with our students, and give our children the space to learn, they will gain the care and responsibility to unlock the cognitive surplus embedded within this new world.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com1tag:blogger.com,1999:blog-30133185.post-65181814079145718372016-04-10T16:32:00.001-04:002016-04-11T09:49:34.807-04:00Pottery, Augmented Reality, a Zechariah Gallery Walk, a Hammer and a Nail: Educational Technology Lessons from an Eventful WeekEarlier I blogged my <a href="http://techrav.blogspot.com/2016/04/reflections-on-jewish-edtech-from-high.html" target="_blank">Reflections on Jewish EdTech from High Tech High and the Jewish Funders Network Conference</a> which I attended this past Sunday and Monday. I returned on Tuesday for such a pleasant day at <a href="http://frisch.org/" target="_blank">Yeshivat Frisch</a>.<br />
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Since I was returning on the red-eye, I anticipated that I would not be in any condition to teach a regular Nach class. So I scheduled my class for our second stage of our <a href="http://tanachrav.blogspot.com/2014/10/like-clay-in-hands-of-potter-yirmiyahu.html" target="_blank">Yad Hayotzer Nach pottery project</a> in which we would paint our creations in the art room.<br />
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<h3>
The Yad Hayotzer Project</h3>
From its conception, I planned this project as a way for my students to match the experiences that Jeremiah went through in Jeremiah Chapter 18. Hashem told him to go to a Potter's house and watch how pottery is formed and reformed in order to understand God's process of creating and sometimes dismantling his people in order to rebuild. Like Jeremiah, we were privileged to visit our in house Potter, <a href="https://frisch.org/faculty/mrs-ahuva-mantell/" target="_blank">Ms. Ahuva Mantell</a>, Director of Visual Arts at Frisch, and emulate God's creative process through our own pottery productions. As we worked on our pottery a few weeks back, one of the students was charged with photographing her classmates and composing an Instagram post which was then posted on <a href="https://www.instagram.com/frischschool/" target="_blank">The Frisch School Instagram</a> account. See the post below.<br />
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<a href="https://www.instagram.com/p/BC8VD5bFCwC/" style="color: black; font-family: "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_blank">Sophomore Nach students created washing cups out of clay to better understand the deeper meaning of the prophecy of Yirmiyahu. In the prophecy, HaShem tells Yirmiyahu that He has the ability to change bad prophecies to become good prophecies based on our actions. Just like Hashem has the ability to do this, so too does a potter have the ability to transform his clay, depending on his actions. #YadHayotzer #CougarsClayTogether #TheFamilyThatClaysTogetherStaysTogether</a></div>
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A photo posted by Frisch School (@frischschool) on <time datetime="2016-03-14T17:57:30+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Mar 14, 2016 at 10:57am PDT</time></div>
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This became a fruitful lesson in its own right the next day when we debriefed in class. The post describes the pottery-making process as one-sided, with Hashem, the Potter in this metaphor, having the sole authority to change the pottery, i.e. prophecy concerning the House of Israel, as he sees fit. He can form and destroy, transforming the clay depending on his actions. This is the simple pshat of the <a href="http://www.chabad.org/library/bible_cdo/aid/16015#v=6" target="_blank">verse</a>:<br />
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<tr class="Co_Verse"><td style="padding-bottom: 10px; padding-top: 5px; width: 456px;" valign="top"><a class="co_VerseNum" href="http://www.chabad.org/library/bible_cdo/aid/16015#v=6" name="v6" style="color: #0c4472; font-size: 15px; font-weight: bold; outline: none; padding-right: 10px; position: relative;">6</a><span class="co_VerseText" style="font-size: 16px; line-height: 1.7;">As this potter can I not do to you, O house of Israel? says the Lord. Behold, as clay in the potter's hand, so are you in My hand, O house of Israel.</span></td><td class="Co_Spacer" style="padding-bottom: 10px; padding-top: 5px; width: 10px;"></td><td class="hebrew" style="direction: rtl; font-family: sbl_hebrew, 'arial hebrew', arial; padding-bottom: 10px; padding-top: 5px; text-align: right; width: 305px;" valign="top"><span class="co_VerseNum" style="font-family: "arial"; font-size: 17px; font-weight: bold; padding: 0px 0px 0px 10px; position: relative;">ו</span><span class="co_VerseText" style="font-size: 19px; line-height: 1.8;">הֲכַיּוֹצֵר הַזֶּה לֹא אוּכַל לַעֲשׂוֹת לָכֶם בֵּית יִשְׂרָאֵל נְאֻם יְהֹוָה הִנֵּה כַחֹמֶר בְּיַד הַיּוֹצֵר כֵּן אַתֶּם בְּיָדִי בֵּית יִשְׂרָאֵל:</span></td></tr>
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However, upon further careful analysis of the verses that follow, see <a href="http://www.chabad.org/library/bible_cdo/aid/16015" target="_blank">Jeremiah Chapter 18</a>, Verses 7-10, and after a heated classroom discussion, we realized that God is not the sole actor in this vision. Rather Hashem changes the form of the pottery, his prophetic prediction for either destruction or construction, based on the actions of the people. The Potter does not independently form the clay into a pot, the clay has a "mind" of its own, determining through its interaction with the Potter, how it will be formed.<br />
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The students discovered this based on their own experience molding the clay. Despite the fact that they were the Potter forming the clay, their creation was based at least in part on the properties of the clay as well. As Ms. Mantell connected this to the experience of Michelangelo when chiseling his sculptures out of stone:<br />
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Every block of stone has a statue inside it and it is the task of the sculptor to discover it. - Michelangelo, Source: <a href="http://www.brainyquote.com/quotes/quotes/m/michelange386296.html">Brainyquote</a></blockquote>
The artist acts upon the art but is also acted upon by the medium in front of her. When designing washing cups out of clay, the students pushed against the clay but the clay also pushed against them and together they formed the new creation.<br />
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This lesson has an important application for Tefilla, Jewish prayer. Despite the fact that G-d is the ultimate Subject and we are the Object, G-d acts upon us, when we address him in prayer, he allows himself so to speak to be influenced by our words and deeds. This rich discussion and new understanding of Jeremiah's vision came to us only because of our experience in molding the clay. This was a profound example of experiential education.<br />
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<h3>
Augmented Reality Using Aurasma</h3>
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After the clay was formed, it had to be fired in the kiln which luckily for us has been installed in Frisch. Soon the pots were ready so on Tuesday upon my return from San Diego, I led my class in painting their pottery. The only requirement that I gave to my students was that they had to paint their cups in some way connected to a theme they learned from Jeremiah this year. This visceral, tactile medium allowed students, even those who are not normally Navi superstars, to make deep and personal connections with the text and bring up elements from the story they learned months earlier.<br />
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<script async="" defer="" src="//platform.instagram.com/en_US/embeds.js"></script>The painted cups were then fired a second time and on Thursday they were finished. Since we are planning to display them at next week's Evening of the Arts, I asked the students to come back to the art room to explain the significance of their work for the parents and other community members who will be coming next week to their art exhibit. They did this using <a href="https://www.aurasma.com/">Aurasma</a>, an augmented reality app. Every student photographed their masterwork and then took a 30-60 second video using their phone of their reflections about the significance of their work, how it connects to the book of Jeremiah, and how it connects to their lives. I marveled at my students some who did not seem engaged in regular class as they talked on and on, off the cuff about Jeremiah and their personal connection to it.<br />
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Using Aurasma, they created what is called an Aura. The picture of their artwork was used as a trigger image. When this picture is scanned using the Aurasma app, their video description appears as an overlay. Below is a screenshot of what it looks like from the Aura that I created for my cup.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMnKkTIkZsw0vqBkeLAdXxm1qOBGpKWvOErcF_ueiqocTUYi0S-w7mb7I2gyk3o8ZvBmrJGNezyfdriRqVlR3PT6YETelpslA8qw7SMqUgYloLgZqRYrgEPcUjeiiG_TIgVXYK/s1600/20160407_203924.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMnKkTIkZsw0vqBkeLAdXxm1qOBGpKWvOErcF_ueiqocTUYi0S-w7mb7I2gyk3o8ZvBmrJGNezyfdriRqVlR3PT6YETelpslA8qw7SMqUgYloLgZqRYrgEPcUjeiiG_TIgVXYK/s640/20160407_203924.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Video overlay of me describing the pottery that I created.</td></tr>
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You can see this for yourself. Download the Aurasma app for your <a href="https://itunes.apple.com/us/app/aurasma/id432526396?mt=8" target="_blank">iPhone</a> or <a href="https://play.google.com/store/apps/details?id=com.aurasma.aurasma&hl=en" target="_blank">Android</a> device and scan the picture below to watch my video explanation.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_GSW8SS-DxraZedj57tBaVSKa63QrizaF537JxjDGeCUIvru5ejNc7ynwxHOH3zV43zht5lZ1TfrSql_t5EnSm3I3UmLfzUHe4ShqpvRBNtCFvbGeFuwZK4jZiX1xZdVvSe7d/s1600/Pottery+for+Aura.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj_GSW8SS-DxraZedj57tBaVSKa63QrizaF537JxjDGeCUIvru5ejNc7ynwxHOH3zV43zht5lZ1TfrSql_t5EnSm3I3UmLfzUHe4ShqpvRBNtCFvbGeFuwZK4jZiX1xZdVvSe7d/s640/Pottery+for+Aura.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Scan the image above using the Aurasma app from your <a href="https://itunes.apple.com/us/app/aurasma/id432526396?mt=8" target="_blank">iPhone</a> or <a href="https://play.google.com/store/apps/details?id=com.aurasma.aurasma&hl=en" target="_blank">Android</a> device.</td></tr>
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We hope that by creating a physical work of art while augmenting the experience of viewing the art using Aurasma will greatly enhance the exhibition next week. Ms. Mantell is actually using the app to enhance many of her student's art. Each student in the <a href="https://frisch.org/academics/art/visual-arts-track-curriculum/" target="_blank">Frisch Arts Track</a> was required to take a time lapse video of herself creating the art. These were then connected to a trigger image thumbnail of the art. The visitor to the exhibition will be able to not only view the finished piece but will watch a video of the process of the student creating her design. I can hardly wait!<br />
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<h3>
Zechariah Visions Gallery Walk </h3>
Another highlight of my week was a gallery walk for Morah <a href="https://frisch.org/faculty/ms-raquel-weiss/" target="_blank">Racheli Weiss</a>’ Nach classes <a href="http://www.chabad.org/library/bible_cdo/aid/16205" target="_blank">Zechariah</a> visions projects. For the past month, students combined deep research, textual analysis, <i>parshanut</i> with various commentators, and art to describe one or more of Zechariah's eight visions. They presented their completed projects to their class. However, they wanted to present to a wider public audience so they set up an art gallery this week for teachers, administrators, and their fellow students to view their art. You can view a selection of projects from the gallery walk below.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCAAfJ-_6GgIy8OAeWCPs5Op79WcE8b5Z6j2Bmz234KYLeNXtadkXX7mmuLVFQjjXcUs-Q0gY79TW3enWq5c2SKxjuSOhrYHfI5DwNiDdcUyvXBmc5t9DVenvbAFm_bIqqCziT/s1600/20160405_094445.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCAAfJ-_6GgIy8OAeWCPs5Op79WcE8b5Z6j2Bmz234KYLeNXtadkXX7mmuLVFQjjXcUs-Q0gY79TW3enWq5c2SKxjuSOhrYHfI5DwNiDdcUyvXBmc5t9DVenvbAFm_bIqqCziT/s640/20160405_094445.jpg" width="360" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Some students created dioramas incorporating 3d designs which they designed and printed themselves.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA23fb_oAJkOHwtmeXi6vZ8CyCXi73wiJKbRefc6oX9mnOaUstGGX_ElnFVb4BkjZ4gf0HgOQp0Yg5xsQ0neUDIoXdNzVLhvR1Y8-siEckitSxCkR6R3xbXt3m0kN0jAuZa0lC/s1600/20160405_100749.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA23fb_oAJkOHwtmeXi6vZ8CyCXi73wiJKbRefc6oX9mnOaUstGGX_ElnFVb4BkjZ4gf0HgOQp0Yg5xsQ0neUDIoXdNzVLhvR1Y8-siEckitSxCkR6R3xbXt3m0kN0jAuZa0lC/s640/20160405_100749.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Others created Photoshop images or stop motion videos.</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhALMiyP_ZTET1V_T2u55Ojxq0WhyphenhyphenhKIb2He4VFvx3gBHZXI7he2Bmv1eG1LEfjahyphenhyphenvXBSpSpWB6W6Oh-3NEDTvDxxEMF74Oq6y58rkSn14eMnCzkXqBphphyuHHxSRTf6AgSci/s1600/20160405_100849.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhALMiyP_ZTET1V_T2u55Ojxq0WhyphenhyphenhKIb2He4VFvx3gBHZXI7he2Bmv1eG1LEfjahyphenhyphenvXBSpSpWB6W6Oh-3NEDTvDxxEMF74Oq6y58rkSn14eMnCzkXqBphphyuHHxSRTf6AgSci/s640/20160405_100849.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">One group even created a virtual reality experience using Photoshop, a <a _blank="" href="https://play.google.com/store/apps/details?id=tk.presencevr.vr360photoviewer%20target=">VR 360 Photo Viewer</a>, and a <a href="https://www.google.com/get/cardboard/" target="_blank">Google Cardboard</a> headset.</td></tr>
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This exhibition illustrated the pervasive nature of technology when utilized in Project Based Learning. Every project had technology, many as essential elements in their design, but none were about technology. They were about the Navi they were studying with the technology allowing students to express themselves in ways which were not possible in the past.<br />
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Today, juniors in Morah Racheli’s Navi class presented a grand gallery walk for faculty and students that showcased...<br />
Posted by <a href="https://www.facebook.com/FrischSchool/">The Frisch School</a> on <a href="https://www.facebook.com/FrischSchool/posts/1143521245679738">Tuesday, April 5, 2016</a></blockquote>
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<h3>
When you are a hammer, everything becomes a nail. </h3>
Our sophomore history students were also busy this week on their fourth quarter history projects researching an event, place, or person from the second half of the 20th century and designing a poster board, presentation, and other artifacts for a public display. Technology is an important component of their project so I presented to the classes on various possible project ideas using augmented reality, virtual reality, and 3d design.<br />
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After my presentation, one student approached me who wanted to incorporate virtual reality into his presentation. I asked him what his topic was and he responded Nelson Mandela. I asked him why he wanted to use VR? His response was because it is cool. I then questioned how he could use virtual reality in a project about Nelson Mandela. He had no idea. I pointed out an important rule in technology and really every facet of life. When you are a hammer, everything becomes a nail. Just because you love a certain technology, virtual reality for example, does not mean that every project can lend itself to that technology. (Although in the case of Nelson Mandela, if he would expand his project vision to include the experience of Nelson Mandela and others under apartheid in South Africa, then virtual reality might become a compelling medium to express what life was like in the Apartheid Shanty Towns.)<br />
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I had a similar incident where a student approached me wanting to use 3D design for a 9th grade history project he is creating on <a href="https://en.wikipedia.org/wiki/Rav_Ashi" target="_blank">Rav Ashi</a>, the compiler of the Talmud Bavli. When I asked him why he chose 3d design, he responded that he likes 3d printing and his friend is 3d printing his history project (which is on medieval castles). When I then asked him what 3d printing had to do with authoring the Talmud, he had no response.<br />
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While technology can play an indispensable role in student learning, the content has to drive the technology, not the other way around. Augmented reality can greatly enhance and expand an art exhibition. 3D design can allow one to literally build a medieval castle and virtual reality can help a student recreate Zechariah's dream-like visions into something that can be seen and experienced. However, just like one would not choose a hammer if one wanted to paint a building, one needs to choose technology carefully. Technology is a tool to profoundly enhance and support student learning. As with any tool, it is best when used thoughtfully.<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0tag:blogger.com,1999:blog-30133185.post-21748566010463465172016-04-08T18:51:00.002-04:002016-04-10T10:21:55.938-04:00Reflections on Jewish EdTech from High Tech High and the Jewish Funders Network ConferenceThis has been one of the most rewarding weeks of my professional career. This past Sunday and Monday I was privileged to attend the <a href="https://jfn2016.pathable.com/">Jewish Funders Network International Conference</a> in San Diego. I visited some fascinating sites, saw stimulating presentations, and was privileged to participate in a panel on Jewish EdTech at <a href="http://www.hightechhigh.org/" target="_blank">High Tech High</a> together with Dr. <a href="https://ed.stanford.edu/faculty/aykelman">Ari Kelman</a>, a professor at <a href="https://www.stanford.edu/" target="_blank">Stanford University</a>, <a href="https://www.linkedin.com/in/amy-amiel-28302a12" target="_blank">Amy Amiel</a> of the <a href="http://samis.com/" target="_blank">Samis Foundation</a>, and <a href="https://www.linkedin.com/in/kutyshalev" target="_blank">Kuty Shalev</a>, president of <a href="https://www.alephbeta.org/" target="_blank">Aleph Beta</a>, which discussed the world of <a href="https://jfn2016.pathable.com/meetings/374918" target="_blank">Jewish Educational Technology</a>.<br />
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It was a pleasure to present at High Tech High Foundation about the World of Jewish EdTech with such esteemed colleagues...<br />
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On Tuesday, I came back to Frisch in the midst of many awarding projects, attending a <a href="https://www.facebook.com/FrischSchool/posts/1143521245679738">Nach Art Gallery walk</a> on the prophet Zechariah's visions, painting pottery with my class as a part of this year's <a href="https://www.facebook.com/tzvi.pittinsky/posts/10207279895129490:0" target="_blank">Yad Hayotzer project</a> on Jeremiah Chapter 18, continuing to assist in the enhanced augmented reality that will be a part of next week's <a href="http://jewishlinknj.com/index.php?option=com_content&id=8312%3Afrisch-annual-evening-of-the-arts&Itemid=574" target="_blank">Frisch Evening of the Arts</a>, and presenting to various History and English classes on using 3d printing, augmented reality, virtual reality, and various presentation apps for their culminating projects. This does not even include the many 3d design projects in our engineering lab as they continue to prepare for their yearly <a href="https://www.facebook.com/media/set/?set=a.961581527207045.1073741964.194798690552003&type=3" target="_blank">Frisch Science and Engineering Symposium</a> next month. It has been an exhausting and exhilarating week.<br />
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Here are some highlights…<br />
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<h3>
Coastal Roots Farm</h3>
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On Sunday night, we visited the <a href="http://www.coastalrootsfarm.org/" target="_blank">Coastal Roots Farm</a> supported by the <a href="http://www.leichtag.org/" target="_blank">Leichtag Foundation</a>. What a great model of sustainable farming using Israeli <a href="http://www.netafimusa.com/" target="_blank">Netafim</a> drip-line technology to conserve water! The farm gives all of its produce to local food banks, runs educational programming for many local schools, camps, and youth groups, and even has a walking path through a fruit orchard on the outskirts of the farm where anyone can take a fruit to fulfill their interpretation of the mitzvah of peah. It was quite impressive. It brought up thoughts of the farm that was started at my school recently, known as the Frisch Farm organized by <a href="https://www.facebook.com/growtorah/?fref=ts" target="_blank">Grow Torah</a>.<br />
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<a href="https://www.instagram.com/p/BDx5hfllC3b/" style="color: black; font-family: "arial" , sans-serif; font-size: 14px; font-style: normal; font-weight: normal; line-height: 17px; text-decoration: none; word-wrap: break-word;" target="_blank">The latest #frischfarm update: we built more beds, and the menorah design is really starting to take shape. The peas, beets, cress, and arugula are growing well, and we planted spinach too with @growtorah. #CougarsFarmTogether</a></div>
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A photo posted by Frisch School (@frischschool) on <time datetime="2016-04-04T13:15:52+00:00" style="font-family: Arial,sans-serif; font-size: 14px; line-height: 17px;">Apr 4, 2016 at 6:15am PDT</time></div>
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<br />I'm not much of a farmer but I respect the experiential learning opportunities to teach Torah, Halacha, and science through farming.</h4>
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<blockquote cite="https://www.facebook.com/tzvi.pittinsky/posts/10207503748205677">
Tonight I visited the Coastal Roots Farm supported by the Leichtag Foundation as a part of the Jewish Funders Network...<br />
Posted by <a href="https://www.blogger.com/blogger.g?blogID=30133185#" role="button">Tzvi Pittinsky</a> on <a href="https://www.facebook.com/tzvi.pittinsky/posts/10207503748205677">Sunday, April 3, 2016</a></blockquote>
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<h3>
High Tech High</h3>
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Monday was time for a tour of High Tech High followed by my presentation. Only one of High Tech High's many schools was in session but the visit still gave much to think about. The school seemed to be designed with group work in mind. Every learning area contained 4 classrooms, none set up in the traditional style of rows of desks and a board, leading into a large common room with computers and different seating arrangements.<br />
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<tr><td class="tr-caption" style="text-align: center;">Leah, a senior at High Tech High and our tour guide, showing one of the learning areas with 4 classrooms and a common room.</td></tr>
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During our visit, we met group of students selling hand crafted specialty soap. They learned how to make the soap in chemistry class and in Media Arts they studied graphic design so they could market their product with website, various social media platforms, packaging, business card etc. I looked at the website for their <a href="http://shop.meet-ed.org/collections/wicked-soap-company" target="_blank">Wicked Soap Company</a> and its quite impressive. This type of real-world integration of science and marketing is rare for high school students. The excitement on the student's faces when they were hawking their product to us illustrated their deep engagement. They convinced many of us to buy their product.<br />
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This got me thinking of the opportunities in my school to merge education and entrepreneurship. We do this frequently in student-run clubs and Tzedakah projects but not often in the classroom. Perhaps adding a "Shark Tank" type pitch and marketing campaign for the engineering projects which already have real-world applications would be a start. One thing to realize is that these students have chemistry 10 hours a week so they have the time to cover the traditional chemistry curriculum and finish creative projects. This would be difficult to manage with the rigorous dual curriculum of general and Judaic studies in our Yeshiva day schools.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaF3ozXFM_jMl9dqatoHrDRi7VLN_9JA-MColweT_VJzcFksu3Z1ESvxZdwOgGNMqvMnH2ohUhHMLvRfJm55eYban8AqRyre6ctIYvLtyetMQF-mSTorQvjvRJ4BpsUlaMV1er/s1600/20160404_145728.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaF3ozXFM_jMl9dqatoHrDRi7VLN_9JA-MColweT_VJzcFksu3Z1ESvxZdwOgGNMqvMnH2ohUhHMLvRfJm55eYban8AqRyre6ctIYvLtyetMQF-mSTorQvjvRJ4BpsUlaMV1er/s640/20160404_145728.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Students of the <a href="https://www.facebook.com/wickedsoapco/" target="_blank">Wicked Soap Company</a></td></tr>
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A focus on the real-world is a major part of High Tech High. The program's name comes not from a specialized technology curriculum but from the purpose of the school which was started by visionaries like Gary Jacobs founder of the <a href="https://www.facebook.com/HighTechHighFoundation/" target="_blank">High Tech High Foundation</a>, who is a Jewish Funders Network member and conference co-chair. As Gary explained to us, the school was started to help bring high tech industries to the community by promising employees that there would be high quality schools for their children to go to in San Diego.<br />
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The school features two month-long internships in 11th and 12th grades where students leave the building while journaling and ultimately reporting back on their experiences. Leah, a senior at High Tech High who led our tour, interned for the fire department in the paramedics unit. She wants to become a doctor and the internship gave her real-world experience to pursue her goal. Students do not take an exit exam or capstone project but seniors present to a panel what they have learned in their stay in high school. If the panel does not like their presentation then they would have to do it again. The school was filled with student-designed art and engineering student all over the walls and ceilings. I asked a teacher if they used any textbooks. She said no since anything they needed to learn could be found online.<br />
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<tr><td class="tr-caption" style="text-align: center;">A picture of me with Gary Jacobs, the visionary behind High Tech High</td></tr>
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<h3>
The World of Jewish Educational Technology</h3>
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After visiting the school, it was time for our panel of the world of Jewish Edtech. My presentation is below.<br />
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My presentation focused on three examples of Jewish EdTech which I thought would be relevant for the Jewish Funders in attendance.<br />
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Case Study #1: Blended Learning in Jewish Education</h4>
In the first, I described my search for a solution to a challenge in Hebrew language. We were looking for an online language platform allowing benchmarks for students with a dashboard for teachers to monitor students asynchronous activity and active time using the system. This would help us differentiate education for students requiring either remediation and enrichment. After an exhaustive search, we have yet to find such a platform. The Jewish EdTech space has many real-time platforms which replace the teachers with educators using video conferencing as well as many supplementary platforms to help the teacher but none seem to differentiate education for the students working independently of a teacher, a key feature if we want teachers to successfully manage many levels of instruction within the same classroom.<br />
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This example illustrates that while there has been much progress in the field of Jewish Edtech, it has been mostly replacement. As Rafi Eis said in his <a href="http://lookstein.org/lookjed/read.php?1,23018,23026,quote=1" target="_blank">Lookjed response</a> to my inquiry, most current Jewish platforms “basically use the classroom educational model, with adjustments (technology, animation), but the familiar feel of the lesson driven classroom remains”. These might help in specific situations, when there is a dearth of teachers in a specific area or when a student is homeschooled and cannot schedule a regular class for other reasons, but will ultimately be inferior to the model they are replacing. True Jewish educational technology integration, to enhance, expand, and differentiate the current curriculum is still relatively uncommon. This is where I believe funders can help. We need much more transformative Jewish online content.<br />
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Case Study #2: Apps, Apps, and More apps</h4>
<a href="https://www.facebook.com/Smadar.GoldsteinJETS?fref=nf" target="_blank">Smadar Goldstein</a>, a friend and fellow Jewish educational technologist who runs a distance learning Jewish education and professional development platform, tagged me and a number of other Jewish EdTech people in recent a Facebook post, “What are your favorite education apps?”<br />
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The answers include collaboration apps Google Apps for education and Lino, a number of real-time assessment apps like Socrative, Nearpod, Kahoot, and Quizlet, some Flipped Learning apps like Educanon and Explain Everything, and some presentation apps like Keynote, and Google slides. Not a single Jewish educational technologist mentioned a Jewish app.
This is not because of a dearth of Jewish apps. It’s due to the fact that many if not most of the best apps for Jewish education are just the best educational apps, Jewish or not.<br />
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This might seem contradictory to my previous case study about the blended learning Hebrew platform but let me explain.
In terms of curriculum, we need specific transformative Jewish edtech materials. <a href="https://www.ixl.com/" target="_blank">IXL</a> and <a href="http://www.dreambox.com/" target="_blank">Dreambox</a> are wonderful platforms but they don’t do Hebrew and certainly won’t do Talmud or Bible. We need content specifically created for the Jewish market. This is incredibly difficult to create both because it is such a small market and because there are no set standards for Judaic Studies. Hebrew language would be a good place to start since at least it can match the Ulpan system in Israel and the standard set by other world languages.<br />
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In terms of technology tools, apps, in most cases the tools created in the much larger world of general education are equally useful in Jewish education. You don’t need to create a Jewish Google when Google already handles Hebrew language better than any other collaboration platform and when much of Google is developed in Israel anyways.<br />
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What is most needed in reference to tools is teacher training and student access.
Teachers need to have effective onsite professional development to integrate the vast amount of edtech tools for their Judaic Studies education. This is what I do at <a href="http://frisch.org/" target="_blank">Yeshivat Frisch</a> on a daily basis. Some other schools have Jewish edtech coordinators on staff, others do this virtually through platforms like my friend who posted the Facebook query created. This is essential for edtech integration in general and even more so for Jewish edtech where the teacher needs someone who not only speaks the language of technology but of Jewish education.<br />
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Case Study #3: An iPad (or Laptop) for every child </h4>
A donor offers to purchase an iPad for every student in the grade. The school naturally takes the donor up on the offer, how can they refuse? An important factor to educational technology integration is student access. Obviously if technology is to be used to promote less frontal teaching and more student centered and constructivist learning where students construct meaning themselves with the assistance of technology platforms and apps then every student needs access to a device but this is not as simple as a laptop or iPad for every child.<br />
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Two important factors must go with any one to one initiative, a technology supported physical infrastructure and educational plan.
Devices cannot work in a vacuum. To support them one needs to have a strong wireless network with access to high speed internet with sufficient firewalls and filtering so every student can be on a device in a given classroom at the same time. Teachers also need things to work the first time. If the activity is a fail because the Internet was too slow or some students could not connect then they will likely be averse to try the activity again.<br />
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Likewise, every device must be supported. If the teacher tries a whole class technology centered activity and 5 of the twenty students do not have working devices, the teacher will likely never try the activity again. Devices need to be supported by an active technology staff and loaner devices need to be readily available for students when devices fail, break, or are lost.<br />
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More importantly, technology must be supported by a strong educational plan coupled with an educational technology infrastructure. Teachers and administrators need to be on board for the benefits of technology integration. It can’t just be, give students devices and wait for “magic” to happen. Teachers require training and ongoing support. There has to be systems in place to support the learning activities. This is usually called an LMS or Learning Management System where students can digitally view the learning activities and supported resources, submit their projects, and receive feedback.<br />
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Finally, to implement technology effectively one must hire educational technologists to provide the just on time support and professional development teachers need to effectively integrate technology on a consistent basis. This technologist should be a teacher who speaks the language of teachers who uses technology, not a “techie”. Without this, technology will be underutilized and lasting classroom change will not happen.
Without all of these plans in terms of physical infrastructure and educational buy-in and support, the iPad for every student program will fail.<br />
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One stark example is the <a href="http://www.wired.com/2015/05/los-angeles-edtech/" target="_blank">Los Angeles iPad fiasco</a> where they gave every student an iPad in 2013 only to halt the program less than two years later. A key lesson from this case was an obvious one, it's not about the technology, but about the learning. As Michael Horn quoted in Wired magazine describes:<br />
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“Districts are starting with the technology and not asking themselves: ‘What problem are we trying to solve, and what’s the instructional model we need to solve it?’ and then finding technology in service of that.”</blockquote>
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In the case of my school, our one-to-one iPad program helped us realize that while a device in the hands of every student was a lofty aspiration, students really wanted to use their device, not one provided by the school. Our program has transformed into a Bring Your Own Device or BYOD program where every student is expected to bring a device, minimal standards for each device are given, but the choice of device is up to the student and her family.<br />
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<h4>
Other Panel Presenters</h4>
During his time, Kuty Shalev told the fascinating tale about how he became involved with Aleph Beta. It began eight years ago when he went to a shiur given Rabbi Dovid Fohrman and fell in love with his Torah and wanted to market it. He described how they started a fast, nimble startup similar to his regular technology startup experience with <a href="http://www.slideshare.net/clevertech/clevertech-lean-agile-methodology" target="_blank">Clevertech</a> in which they tried many methods, failed, and tried again until they came up with the idea to create professionally produced videos of Rabbi Fohrman's Torah insights. Even now, they carefully monitor the analytics of every video to make sure they are engaging to users. If they see viewership drops off after 2 minutes, they recreate the video with new hooks. Kuty's experience with Aleph Beta illustrates the need for more high quality content in Jewish edtech sphere rivaling anything in the secular market.<br />
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Amy Amiel talked about the importance of having edtech leaders and ultimately edtech coordinators in schools to help successfully integrate edtech. She described how the Samis Foundation visited Frisch three years ago and were greatly impressed with their integration of technology into every facet of the education. To match the Frisch model in Seattle, they created a cohort of teachers who were given training and compensation to learn with an edtech coach. In the last two years, these teachers have become the edtech leaders in all Seattle schools many attaining the position of edtech coordinator so they could assist others as well in meaningful technology integration.<br />
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Ari Kelman focused on the lack of research defining success in Jewish edtech which is based on difficulty measuring success in Jewish education in general with few standards and benchmarks.<br />
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<tr><td class="tr-caption" style="text-align: center;">Panel on Jewish EdTech at High Tech High</td></tr>
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In the question and answer segment, one point that was emphasized repeatedly was the importance of the education coming first. I had the privilege to study with the master teacher of the Jewish people <a href="https://en.wikipedia.org/wiki/Nechama_Leibowitz" target="_blank">Nechama Leibowitz </a>in the last year of her life. Nechama used to say that the students will remember nothing you teach them. But they will remember the feeling they had in your classroom, the relationship with you and their classmates, and the love of learning communicated in so many ways. I believe that schools will play this role even more so in the future since much content knowledge might be able to be outsourced to technology through flipped and blended learning to allow the teacher’s class to be even more about the conversation, the analysis, the connection to learning, the projects, the experiential education and the list goes on and on.<br />
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Shabbos is coming so I will reserve my account of the wonderful projects I found this week when I returned to Frisch for a future post. Each of my experiences this week illustrated one of my favorite quotes from <a href="https://twitter.com/chrislehmann" target="_blank">Chris Lehmann</a> of the <a href="https://www.scienceleadership.org/" target="_blank">Science Leadership Academy</a>.<br />
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Technology should be like oxygen, ubiquitous, indispensable, and invisible.</blockquote>
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<tr><td class="tr-caption" style="text-align: center;">Via @<a href="https://www.pinterest.com/justjeremy/" target="_blank">justjeremy</a></td></tr>
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<div class="blogger-post-footer">Tech Rav by Tzvi Pittinsky</div>TechRavhttp://www.blogger.com/profile/17209764092660723173noreply@blogger.com0