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| Are we spreading the fire within? |
Each day brings with it another fascinating advancement. Never before have we been able to do so much, so fast, so effortlessly. Never before have we been able to move so little, work so little, think so little, yet seemingly accomplish so much. However, when we turn our attention to activities that require effort, patience, time and concentration, we may too often find ourselves unable to achieve. In the world of education, the profound movement of evolving methodologies continue to marvel the masses. With the growing popularity of blended learning, project-based learning and flipped classroom models, all of which have immense strengths and significantly positive benefits, we are witnessing a decline in an essential area that is most precious and priceless to Jews.
With the opening bell came the all-familiar sight of students uncovering their iPads and initiating the necessary app to begin the lesson. Since embracing the digital content company the previous Fall, the teacher sat at her desk and watched her students actively engaged in learning, manipulating, reviewing and progressing through the information and mathematical content. On several occasions, she walked around the room to ensure that everyone was on task, though she could have done the same by gazing at the dashboard on her iPad.
Tap, tap, drag. Drag, drag, tap. With a few slight motions, the students accomplished what they need. The information was learned, reinforced and assessed. The data was automatically collected by the app, and the teacher will review the analytical information gathered later that day. The bell sounded for the end of the lesson, and the teacher called out, "Time for Mincha!" The subtle, yet noticeable sigh from the students was only the preemptive measure before the next 15 minute activity of hiding somewhere else in the building.
If students used their iPads with the siddur app, would that encourage Tefilah participation? Doubtful.
If students used their iPads to create videos demonstrating the theme of the Tefilah, would that motivate greater involvement? Minimally.
Does wearing tefillin, leading davening and leining seem to increase the momentum and true student engagement? Barely.
Is there a connection between the changing mode of education and davening? Quite possibly.
Is there something terribly missing that requires us to kindle a fire well beyond the limitations of our technological advancements? Most absolutely.
Are our students inspired enough? Why not?
