Show simple item record

dc.contributor.advisorKrakowski, Moshe
dc.contributor.authorKleinberg, Efrem
dc.date.accessioned2020-04-01T09:05:06Z
dc.date.available2020-04-01T09:05:06Z
dc.date.issued2018
dc.identifier.citationSource: Dissertations Abstracts International, Volume: 80-03, Section: A.;Publisher info.: Dissertation/Thesis.;Advisors: Krakowski, Moshe.en_US
dc.identifier.isbn978-0-438-50591-9
dc.identifier.urihttps://yulib002.mc.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10995422en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12202/5319
dc.description.abstractIn recent decades, technology has become increasingly integrated in educational settings. Numerous studies have pointed to the impact educational technology has had on student engagement and student learning. The integration of technology in schools has led to a shift in the structure of learning from a more traditional teacher-driven model to a more progressive student-centered model. Most studies in the field have considered the integration of technology in general education, while few studies have considered the impact of technology on the learning and instruction in Judaic studies classrooms. The purpose of this study was to analyze the impact of educational technology on pedagogical delivery and student engagement. The study was conducted in four Judaic studies classrooms at a Modern Orthodox High School that integrated technology in the teaching and learning process. The study incorporated live-film of the classrooms in session, field-notes of the sessions, interviews with the educators, and a post-study student questionnaire. Teachers were observed using the SMART board to deliver content, teach Jewish texts, and play videos/audio related to the course material. Students were observed utilizing laptops to complete in-class assignments, learning activities. formative and summative assessments, and research. A main finding was that greater technology integration encouraged heightened student-centered learning while minimal technology integration led to more teacher-driven sessions.en_US
dc.language.isoen_USen_US
dc.publisherProQuest Dissertations & Theses Globalen_US
dc.subjectEducationen_US
dc.titleModels of Technology Integration in the Judaic Studies Classroomen_US
dc.typeDissertationen_US
dc.typeThesisen_US


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record