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Dear Rav Yitz:
While I agree completely with what Maury Greenberg advised regarding
Jewish software for education, I'd like to add a few thoughts and
practical applications.
It is true that there is a very limited amount of Jewish educational
software especially for grades 3-8. There is much software for learning
the alef-bet, but it is only for the early learning levels. There also
exists much research software (CDs) for high school and older.
What our K-8 Jewish Day School in Stamford, Connecticut has successfully
implemented is using existing multi-media productivity software to have
students create programs. As we all know, if a student not only
integrates information acquired, but then applies it to create something
new, retention of information increases. Using programs such as
HyperStudio and KidPix (for grades 2,3) to create multi-media
presentations has allowed ours students to create their own Jewish
software programs.
My colleague Pat Seldin and I spoke about this last summer at a Jewish
education conference in Melbourne, Australia. What follows are some
actual applications of how technology is integrated into the curriculum:
I. Jewish Heritage Program by Grade Six
We worked with the Jewish Culture teacher to develop this project for sixth
grade. Fifty students created a comprehensive multi-media program about
Jewish Heritage and Culture. We accomplished this project in 4 stages:
A. The classes were divided into groups of two or three students each.
The Jewish Culture teacher assigned a topic to each group such as:
Where We Came From, How We Got Here (to the U.S.), Life in the Shtetl,
Anti-Semitism, Holocaust, Jewish Traditions, Jewish Festivals, Jewish
Genealogy, Jewish Music, Jewish Art, Jewish Foods, etc.
B. Each group was required to complete research on the topic assigned,
and prepare a "storyboard" on an 8 1/2" x 11" paper of what they wanted
to present on the screen and how they wanted to present it. The
students were required to use critical thinking skills to determine what
they wanted to write in the text boxes, what graphics they wanted to
include, and what they wanted to record.
C. Scheduled computer lab time was spent initially explaining
multi-media to the classes and reviewing samples of other programs
designed in HyperStudio. In subsequent classes, students were taught
how to create text boxes (scrollable on non-scrollable), how to create
buttons to cause an action, i.e., move to another screen, begin audio,
video, etc., and how to import graphics and backgrounds. Some also
learned how to use the scanner to scan in their pictures or photos to
use in their program.
D. Each team worked together to create their one screen on their
specific topic. A significant by-product of what they learned, other
than the technology, was how to work well together and to compromise
with each other to finish the task! Upon completion of the screens, we
linked all the screens together to finish the program. The project took
approximately 3 months of classes in the computer lab, with students
coming in twice a week for 40 minute periods.
II. Multi-Media Presentation on Brachot - Blessings on Food, First Grade
This was designed as a group project, whereby the Hebrew teacher brought
the first grade students into the computer lab and we worked the
computer. The Main Menu screen was already designed based on the input
from the Hebrew teacher as to what Brachot the children were going to
review. She also supplied photos and pictures of various foods for us
to scan. Using a projector connected to the computer, the "computer
classroom" time was then spent having the children identify which foods
are associated with each particular blessing. When a screen was
completed, a button was created to record the entire class reciting the
blessing. In addition, each food graphic was also a "button" where each
child had an opportunity to record his or her voice stating the name of
the food in Hebrew. Thus, the class not only reviewed the blessings,
but also reviewed some Hebrew vocabulary as well.
The project took approximately 3 weeks -- with classes coming into the
computer lab once a week for a 30 minute period.
III. Integrating the technology into research and presentation for a
school-wide Torah Fair.
Grade 2 generated Passover accessories using a computer. Together with
the Hebrew teacher we designed various graphics -- symbols and scenes of
Passover using the Davka graphics software. The graphics were printed
on iron-on transfer paper. Second grade students then selected the
graphic they wanted and, with the help of their teacher, ironed it on to
a large white piece of material to create a tablecloth. A pillow and
matzah cover were also created this way.
Middle School students used the Internet for research for various Judaic
& Israel-related subjects. This was significant because although many
students are Internet savvy, they had not been directed to "Jewish"
sites until the Torah Fair project required them to do so.
Also, using multi-media software, some students opted to create programs
about Kashrut and other Jewish topics for the Torah Fair. Computer
stations were set up at the Fair with which visitors could interact.
IV. Technology in Hebrew Language Applications
Using a Digital Camera with the multi-media software application,
seventh grade students designed their own Hebrew Conversation
presentations.
The Hebrew teacher divided the class into groups of two. Each pair was
required to create a Hebrew dialogue -- about something seventh graders
would really discuss. They prepared the dialogue both in Hebrew and in
English.
Using the Quicktake digital camera, pictures of each member of the pair
were taken. Students posed for the picture to go along with the line of
dialogue.
The pictures were imported into the computer lab server, and each pair
imported the photos into the HyperStudio program. Each screen consisted
of two photos in the order of the dialogue. They each then recorded
their dialogue associated with the photo so that when a user clicked on
the button or picture they would hear the student say the line of
dialogue in Hebrew. Another button was created to record the same line
of dialogue in English.
This project took approximately six weeks to complete, with the class
using the computer lab once a week for a 40 minute period.
V. Designing a Program with Kindergarten - The Days of Creation
Using Kid Pix slide show software, even children as young as
Kindergarten age can create a multi-media presentation.
Each Kindergarten student was assigned one of "The Days of Creation."
We had two cards for each day based on class size. Using Kid Pix
software, each student designed a picture of what was created on that
day. Using the slide show feature of the software, the pictures were
linked together. Each student had the opportunity to record a verse
about the creations of that day. And at the end of the program, the
entire class sang a song about Creation.
This project took approximately 4 weeks with the Kindergarten classes
coming into the computer lab once a week for a 30 minute period. The
Kindergarten Jewish studies teacher made herself available when the
children recorded.
VI. Applications for Studying Torah
Using HyperStudio, seventh grade students created a multi-media
presentation about a portion of the Torah relating to Cities of Refuge.
Each student created a screen describing the conditions of negligence
and the laws. Students applied what they learned in Chumash and
demonstrated their understanding by describing the laws on the
HyperStudio cards.
We believe that these projects successfully enhanced learning in Jewish
studies. The children and teachers were creative and excited to use the
technology. The significant part of successful projects, is the
cooperation among staff members, and the willingness to work with the
computer department to develop ways to enhance what is happening in the
classroom.
Judith Cahn
Bi-Cultural Day School
Stamford, CT
(bcds@home.com)</HTML>
