These days, the word “technology” is synonymous with education. But at one point, not too long ago, the connection between education—and in particular, Jewish education—and technology wasn’t all that clear.
Think back just a moment, and you can likely conjure up dusty images of classrooms with malfunctioning VCR’s and faintly printed Ditto sheets. Even younger generations—those who probably don’t know what a “Ditto” is—likely didn’t find much intersection between the information superhighway and the Day School classroom when they were students.
That is, until now. Over the last few years, technological innovations that have been implemented in secular classrooms for some time have driven Jewish education forward in a profound way, thanks to visionaries across the country.
“There was a big hole in Jewish education,” says Fraidy Aber, Director of Education and Public Programs at the Contemporary Jewish Museum (CJM) in San Francisco. The CJM is an institution known for its focus on “participatory technology” and exhibits that blend Jewish subjects with new media forms, including robotics and sound and projection technology. “Teachers should have access to the possibilities that using technology in the classroom offers them,” she continues. “And the more we can provide opportunities for training educators in using technology, the more we’ll be able to see technology’s impact when integrated into the teaching of Jewish subjects.”
Aber has already seen this impact first hand, starting with the technology-based curriculum that she and her colleague Dan Schifrin, a former writer in residence at the CJM, developed at the Museum with the support of a Covenant Foundation Ignition grant they received in 2009. That small grant ultimately funded LINK, a Jewish Art and Technology initiative that turned the museum space into a lab where educators could explore practical ways of applying technology toward Jewish education. LINK had a number of components, including a monthly speaker series, a year-long educator fellowship and an original exhibit called Are We There Yet?: 5000 Years of Answering Questions with Questions, which combined classroom, gallery and web-based elements.
According to Aber, the one-year LINK program was just the beginning. “From that experience,” she shares, “we moved forward intentionally toward the goal of merging Jewish education with 21st century learning.” She adds that this was due in no small part to timing. When the CJM received their Ignition grant, the Museum was still a relatively young institution, which meant this small grant had an even greater impact. “We were a budding organization,” she recalls. “And this support helped to truly invigorate our work.”
“Sometimes you need to be able to test an idea with lower stakes,” she continues, and she uses west coast lingo to explain further: “In Silicon Valley they call it a ‘minimal viable product.’ Basically, you need to take small seed funding to try out an idea in the early stages. You don’t want to go out there with a $150k product that you haven’t tested. You need to first determine an approach, test it out, and make connections in the field. Then you can then say, ‘we iterated,’ we set up a prototype.”
Aber adds that when it comes to nonprofit organizations, this is generally a luxury, not a given. “With nonprofits,” she reflects, “you often have to just follow what’s been done before, and it’s much harder to prototype. If no one has the time or money to invent, or if there isn’t someone out there who is interested in the results of a test product or program, then this kind of experimentation doesn’t get on your to-do list in the same way.”
And it wasn’t just the experimentation process that made a small grant so effective, Aber explains. Rather, with the Ignition grant also came the opportunity for CJM to “get to know the Covenant Foundation, and become familiar with their skills and contacts.” Because of those contacts and that network into which the CJM was welcomed, they became embedded much more deeply into the field. “When you’re in the Ignition grant stage,” she attests, “this is particularly helpful.”
As events unfolded at the CJM following the positive results of LINK, museum staff pushed ahead, exploring new ideas and concepts in re-thinking the Jewish education classroom. In 2011, they received a mini grant to work on the development of an interactive iPad game that accompanied a CJM exhibit called Cali-fornia Dreaming.
“It was pretty powerful for us to play that way and work with teachers that way,” Aber recalls.
The development of the iPad game gave Aber and her colleagues another launching point from which to dive deeper into working with different modes of interaction with teachers and students in a non-traditional teaching setting, which, she explains, ultimately informs what could work in a more traditional classroom setting, too.
The CJM story illustrates an ideal trajectory: small grant leads to big changes. But there’s more. In 2012, the Museum was awarded a Covenant Foundation Signature grant to support the development of a Jewish Education and Technology (JET) Institute to take place for a week, over two consecutive summers. JET brought together Jewish day school educators, technology coaches and other visionaries looking to enhance Jewish learning through the use of digital technology. “A project of the size and scope worthy of a Signature grant,” Aber says, “takes a different kind of planning and intentionality, and an understanding of the subject matter that could only have developed so significantly after working on a much smaller scale.”
Aber emphasizes that there aren’t many networks of support for Jewish educators to witness this kind of integration as it happens, and so the collaboration between JET participants and presenters was especially important. “The secular field of this understanding is exploding,” she acknowledges. “Maybe a little bit faster than in Jewish education. And the secular field is a model for sure, but the realm of Jewish education has its own nuances, and there are different needs.”
Now, as the two-year Signature grant for JET comes to a close, the CJM is on to something new. The Creative Classroom series, inspired by the research that Aber and her colleagues undertook during the development of JET, is a public dialogue that invites two innovators into a conversation that explores how the classroom and the museum intersect, and how ideas of curiosity, creativity and engagement can affect learners of all ages.
Aber speaks excitedly about how these days, initiatives are constantly popping up, all across the country, focused on the training and professional development of educators interested in bridging the divide between 21st century innovations and the traditional classrooms of yore. “They’re all new, they’re all good, they’re all focused on that integration,” she says.
And the CJM is right in step with that wave. “That first grant really helped change our practice,” Aber confirms. “When we started, we were just putting new ideas out there in the world. And now, we are helping to drive innovation in the field of Jewish education…and beyond.”
By Adina Kay-Gross, for The Covenant Foundation
“There are children, grownups, everywhere
That would love to hear your voices
Singing for our health to be bright
So that we can join together...and paint our world with healing and hope”
-From the original song, Painting Our World with Healing Hope, by Karina and Debora Zilberman
“Families that share stories about parents and grandparents, about triumphs and failures, provide powerful models for children. Children understand who they are in the world not only through their individual experience, but through the filters of family stories that provide a sense of identity through historical time...Through sharing the past, families recreate themselves in the present, and project themselves into the future.”
—“Do You Know…” The power of family history in adolescent identity and well-being
Read more about Dr. Marshall Duke and his work, here.
“There are people out there who are educating their hearts as we speak. They’re getting on with the work, they’re loving their kids, they’re loving their students, they’re loving their communities. We must retrain our vision toward those people—we must develop eyes to see and ears to hear where that love is already happening—that is worth our energy and our care and our time, to tend that love, to show that love ourselves.”
—Krista Tippett, Founder and CEO, The On Being Project
“There are just two outcomes that really matter: First, that students feel Judaism is the fertile ground in which they get nurtured to grow, and second, that they find Judaism joyful.” Rabbi Joy Levitt, Executive Director, JCC Manhattan
"Civil discourse requires us to listen generously and to act as though—and to really believe—we could be open to persuasion. We each may think: 'I did not cause this situation, I am not to blame.' Yet we each have the capacity to help society turn the corner, if we honestly ask what went wrong and what we can do about it."
- Martha Minow, the 300th Anniversary University Professor at Harvard University and Joseph William Singer, Bussey Professor of Law, Harvard University
The Wow Metric of Success: Jewish Life in Bloom on the Farm: Spring has arrived, and the Jewish community is busy planting with purpose. In Vaughan, Ontario, the yellow coltsfoot and purple-blue scilla are just starting to flower at the Kavanah Garden, a half acre community garden that’s part of Shoresh, the Canadian-based Jewish environmental organization that includes the Kavanah Garden and Bela Farm. Last Sunday, on “Yom Manual Labor” volunteers gathered to turn the soil, plant seeds, paint outdoor tables and participate in construction projects with the Shoresh team, preparing the garden for growing season.
“Our Jewish community is only as strong as its ability to include all members in the fabric of Jewish life. Doing so helps each of us recognize the unique strengths we all bring to the Jewish community, and that community cannot possibly be complete until we actively and intentionally welcome each other.”
-Meredith Englander Polsky, 2017 Covenant Award Recipient, Director of Institutes and Training, Matan, and Developmental Support Coordinator, Temple Beth Ami Nursery School
“From all of my teachers, I have grown wise.” Psalms 119:99. Framing Jewish Education, a project of The Jewish Lens and supported by The Covenant Foundation, was created to engage teachers, students, and families in conversation about the value of Jewish education and to illustrate the power of great teaching and learning via a curriculum based on visual literacy and text.
“For me, study is a divine and daily imperative; I study a page of Talmud daily so that I am not only teaching. My teaching is constantly being fed by my learning.” —Erica Brown Associate Professor, George Washington School of Education and Human Development. Director, Mayberg Center for Jewish Education and Leadership, 2009 Covenant Award Recipient
The Covenant Classroom means something different to every educator but common goals are to motivate, engage and be inclusive of all learners. In this volume, we’ve collected an array of Teachings on Inspiration and Motivation in all areas of Education.
#ThankATeacher It has been twenty-five years since The Covenant Foundation first opened its doors, and we continue to be humbled by extraordinary Jewish educators from across North America and across the spectrum of Jewish life who have devoted their careers and considerable talents to the field of Jewish education. Now, in celebration of a quarter-century-old tradition of honoring Jewish education and educators, and to kick off a year of public engagement around great teaching, we’re proud to share The Covenant Foundation voices app with you: a new digital way to give and share your gratitude.
“What would it look like if we bet on Jewish early childhood education for the long-term, as our tradition instructs? The task might seem large, but the reward, we know, is great (Pirkei Avot 2:15).”
“Countless leaders have been inspired by the story of the Jewish people leaving bondage in Egypt – those whose names we know, like Martin Luther King, Jr. and those whose names we never will know, whose every-day acts of kindness and resistance fuel social change. This story, our story, has become a cornerstone of modern social justice work.”
—Abby Levine, Director of The Jewish Social Justice Roundtable
This is how I see a “Covenant Classroom”: a place where challenging topics are passionately discussed; a place where complex ancient texts are grappled with; a place in which self- esteem grows, and motivation to learn increases exponentially because of it. An environment in which each Jewish soul is given the confidence to continue the eternal search for meaning.”
—Dr. Sandra Ostrowicz Lilienthal, Curriculum Developer and Instructor at The Rose and Jack Orloff Central Agency for Jewish Education of Broward County and 2015 Covenant Award Recipient
“When powerful, new approaches to learning are introduced through digital tools, meaningful disruptions occur along the way… When this happens, new approaches which previously seemed inaccessible, are suddenly within reach.”
—Barry Joseph, Associate Director for Digital Learning, Youth Initiatives, American Museum of Natural History
“The future of Jewish teen engagement can in fact be found in 3D printers, and in text-people, and in service, and outdoor education, and in anything that brings teens into contact with authentic learning experiences and passionate, caring, knowledgeable educators.”
—Charlie Schwartz, Senior Jewish Educator, Director, BIMA & Genesis, Brandeis High School Programs
Portal seems like a particularly apt metaphor for entry points into Jewish life and learning because ultimately we want those experiences to be deeply experiential and transformative. We also want them to be accessible. A portal has no toll; passage is free. At the same time, a portal is particularistic, not a generic entrance. It conveys a sense of magic, ritual, and power. Similarly, we want to convey that Jewish life is rich, layered, and meaningful beyond what is immediately apparent. We want the encounter with Jewish life to take you on a journey that is profound and surprising. And, given that each of us may enter through the same portal but have a completely different experience of what is on the other "side," the possibilities are endless.
— Judith Rosenbaum, Executive Director, The Jewish Women’s Archive
"We need a new kind of creativity in the classroom that’s going to reach Jewish kids… If a teacher is imaginative, he or she is going to connect to students’ hearts and souls.”
—Dr. Arnold Eisen, Chancellor, Jewish Theological Seminary, Board Member, The Covenant Foundation.
"There are four types of students... The sponge absorbs everything. The funnel brings in on one side lets it out the other. The strainer lets out the wine and retains the lees. The sieve lets out the flour dust and retains the fine flour." —Pirkei Avot 5:15
"There’s a misconception that a venture must depend on large grants from big donors. It makes more sense and it’s more sustainable to test out an idea, and see whether it has the opportunity to make an impact on people’s lives."
— Ariel Beery, founder, PresenTense
I think [creating new Jewish texts] is a really good description of what we’re trying to do. These days we’re increasingly creating products that are intended to be shared on the web. We’ve felt and continue to feel that this medium, and virtual communication as a whole, is being under-tapped for its possibilities for making art.
— Reflections from Sam Ball on the New Jewish Filmmaker Project