Integrating Technology

by NinaPrice
Last updated 6 years ago

Discipline:
Social Studies
Subject:
Other

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Integrating Technology

Playgrounds

Parks

Making Wireless Hangouts A Palace in Time

Marina Bers has developed framework for guiding educators' practice and shaping goals when integrating technology into educational settings. All of the components within Positive Technological Development (PTD) can strengthen the foci of an HPL-centered learning environment and a commitment to learners, knowledge, assessment, and community.

Outcomes of Positive Technological Development Individual Assets *Competence* Confidence* Character* Caring* Connection* ContributionTechnology-Mediated Behaviors* Content Creation* Creativity* Choices of Conduct* Communication* Collaboration* Community Building

Integrating Technology Into the Landscape of Jewish EducationEDUC 834 - Session 10REMEMBER TO CLICK ON THE IMAGES TO LINK TO MORE INFO BEYOND THE WRITTEN TEXT!

In the opening paragraphs of the assigned Jewish Educational Leadership article, the authors write, "Technology is, of course, already a feature on the landscape of Jewish education. Nonetheless, there is a strong sense among many involved in these developments that Jewish education is only beginning to scratch the surface of the potential boons and challenges inherent in today’s (and tomorrow’s) technological innovations." It is with this kavannah (intention) in mind that our course is taking a week to delve into the world of educational technology and think about ways the integration of technology into Jewish education can transform the landscape.

Bers' playground metaphor focuses on Preschool-Kindergarten and the Eriksonian developmental phases of autonomy vs. shame/doubt and initiative vs. guilt. "Playground technologies support children in using their creativity and imagination, discovering and inventing, while making their own projects in a playful way." (p. 29)

Bers' park metaphor focuses on elementary-school and tween aged children and the Eriksonian developmental phase of industry vs. inferiority. "The multi-media park metaphor, as opposed to the virtual mall, highlights that technologies in the elementary school years should provide opportunities for playful mastery and competence..." (p. 38)

Bers' metaphor of the potential for wireless hangouts to be a "palace in time" focuses on teens and the Eriksonian developmental stage of identity vs. role confusion. "The metaphor of 'wireless hangouts' captures adolescents' overwhelming need to explore who they are. This need is not tied to a physical space. The wireless hangout is a 'no place' metaphor...I juxtapose the metaphor of 'wireless hangout' to the one of a 'palace in time,' coined by Heschel (1951) for describing the Sabbath...It is a time for introspection and reflection, a time for stopping everyday work and exploring who we are, how we are feeling, and how we may participate in our community." (pgs. 54 & 55)

Focus on kids as PRODUCERS rather than CONSUMERS!

Now it is your turn to play on the "playground" of educational technology and explore some of the tools currently available on the web. For this exercise are going to be collectively working to evaluate and share information about new technologies that you select for further investigaton. For more details about the project, visit this link.

Click on the images below to visit some great EdTech resources for Jewish educators.

After presenting her PTD framework in the introduction of her book, Bers proceeds to write chapters about positive digital landscapes for various age groups using the following metaphors: playgrounds, parks, and a palace in time.


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