The mission of Jedtech central is to be a central address for methodologies and developments in the world of educational technology in general and Jewish educational technology specifically. Its goal is to provide a framework for a common conversation between funders, developers, educators and other stakeholders in Jewish education about how to further this field. The site will feature posts from leaders in the field, define key terms and learning strategies, and in the future feature an app directory of every Jewish educational technology app and resource.
At this stage in the development of the site together with articles and other resources, specific apps are listed for demonstration purposes only.
They should not be viewed as an exhaustive list of what is out there nor as an endorsement of specific items over other resources not mentioned. The recent study by the William Davidson Foundation entitled Smart Money: Recommendations for an Educational Technology and Digital Engagement Investment Strategy is referenced throughout this site with permission.
While the overall framework of this site is educational with the various items organized by subject area, every post is also tagged based on funding opportunity, Jewish day schools, supplementary education, lifelong learning etc so funders who wish to focus on specific funding areas can search by tag to find information relevant for them.
How we define Educational technology?
How we define Educational technology (Greenbook pg 2) Jewish education (Greenbook pg 2), Jewish educational technology (Greenbook pg 3) – This area needs to be linked back/tagged to in a few places, so readers understand how we are using these terms.
Case for Technology in Jewish and General Education
At first glance, educational technology does not seem to have a place in the Judaic classroom. As formulated in the first Mishna in Avot, the transmission model of education is a core Jewish belief, called in Hebrew the mesorah, in which Jewish teachings have been passed down from teacher to student across the generations dating back to Sinai. The student appears to be merely a receptacle for receiving the corpus of Jewish teachings from her teacher. What role would technology play in a teacher/student transmission model?
This transmission model has not only been a core belief of Jewish education but general education as well.
Traditionally, school children were viewed as passive recipients of the education transmitted to them by their teachers. The ideal classroom was a room with docile students, seated in straight rows of desks, listening attentively and taking notes while their master teacher lectured from the front of the room.
However, anyone who has witnessed the crowded, noisy Jewish study hall known as the Beit Midrash, with pairs of students poring over Jewish texts knows that this is not the true view of Jewish education. The Jewish student has never been viewed as a passive recipient of Jewish learning but as an active participant in creating meaningful Jewish experiences.