How Connected Are We? Thinking Outside the Dropbox

Each day we walk around in our modern world wirelessly connected. Whether we're sporting a tablet, smartphone (or two) or even the new wave of wearables such as pedometers that monitor our every move, we maintain connections with people in various ways throughout the world.  It has all become rather second nature to us.

Technological advancements are not new, though. However advanced we are, the process has been reflective of an ongoing desire to develop new tools throughout time. At an age of the camera's arrival, the famed Chofetz Chaim (Rabbi Yisrael Meir Kagan zt"l) was questioned about the nature of this revolutionary device and the possible message one might learn from its functions. His response was both exceptionally insightful and extraordinarily timeless:

The Mishna teaches us that one way to restrain ourselves from sin is to ponder three thoughts: there is always an eye that sees our deeds and an ear that hears our words, and all that we do is recorded. Indeed, if we are cognizant of the fact that Hashem sees every move we make, hears every word we speak and inscribes our every action throughout our lives, we would certainly reconsider the sin we may be contemplating. But how does one visualize that which is beyond the physical? If we were not granted the capacity to conceptualize Hashem, how are we to execute the suggestions of the Mishna?

Ingeniously, the Chofetz Chaim conceptualized the camera as a means to instill the Mishna’s important message within the hearts of modern man and incorporate it in our lives. If a machine can produce an image that can be filed away and stored for generations, then certainly Hashem has the ability to capture each of our actions.  Similarly, if an implement can accept information for long-term storage, then this simplified task can also be understood as a feat well within the realm of possibility for G-D.

We are taught that everything in the world has meaning and purpose. While we view our advanced technological tools primarily as powerful means of greater productivity that offer us wonderful conveniences, they offer an undeniable spiritual gain as well.  Now more than ever, as we leverage the benefits of the cloud, we can take a step back to reflect upon what we are doing. We upload and download information to and from virtual services with the "blind faith" that somewhere, somehow the data is safely stored and retrievable at any time. We don't question it. It just works.  But we need that signal to connect.

In Judaism, we also need to establish that connection. And the stronger the connection, the more productivity we will experience. We need to upload our thoughts "to the cloud" with the knowledge that it is indeed processed and stored for eternity. No one Tefilah goes unheard. Not a single request or prayer unanswered.

The tools that we have been provided are not mere conveniences in life, rather inspirations for life itself. They are powerful tools, indeed.

A Fan of G-D

What if tefillah was a professional sport? What if the best prayers were sought after, offered outrageous contracts and earned extraordinary fame throughout the world? What if everyone would seek the best seats to every home game, invest in season tickets and sport their team's jersey and various other franchise merchandise? And what if we would all be willing to drive to each game regardless of traffic and sit though any weather condition while passionately cheering on "our" team with great jubilation? 

What if. 

There has been much discussion and debate regarding tefillah in general and the education of tefillah our children receive in school in particular. Many wonder why children often seem so distant, so disengaged in davening, invariably casting blame on one reason or person or another. Perhaps, however, the root of this incredibly crucial issue is far more simplistic than we think. 

Let me back up a bit by revealing a painful fact that I'm rather ashamed of - I am a Cleveland Browns fan. Yes. Although I hope that you can forgive me and continue reading, I have an excuse. It's not my fault - it's my father's. You see, he lived in Cleveland for a while when he was a child, at the perfect age to begin a lifetime of sport entertainment. Every since that tender age of 8, he has had the poor fortune of following a thankless team of perpetual losers. As I grew up, we watched the Sunday games as the local New York teams destroyed the Browns time and time again. We shouted at the officials when they made seemingly obvious wrong calls, at the quarterback with each interception and the running back when it became clear that he couldn't carry a football even if it were nailed down to his jersey. And thus, I became a Cleveland Browns fan. 

Interestingly enough, my father never told me to be a Browns fan. He never demanded me to wear a Bernie Kosar t-shirt and never bought me one of those terribly ugly brown caps and forced me to wear it. He never once used the mitzvah of honoring one' parents to convince me to be a Browns fan. I was simply a fan because he was. As a boy who looked up to his father, wanting to emulate him in every way, I naturally saw his passion and excitement - the pride and enjoyment - of being a fan, that I followed his lead without doubt. After all, it was our team. If the team lost, so did we. And if we won, which inevitably seemed to happen less frequently as time passed, so did we. We associated with them, win or lose, and I never questioned that. 

There was another team, however, that my father was also a fan of. A team that has similarly experienced somewhat of a fluctuating history, and has been predominantly viewed as the underdog most of the time. Since it's inception and entrance into the league, it has seen countless star players, many of whom have been inducted into the illustrious Hall of Fame. My father was quite the avid fan, never missing a game. Regardless of weather or game time, he would religiously wake me up to join him. We anticipated it. And who wouldn't? It was our team, and I never questioned that. We didn't wear our jerseys at games exclusively, rather we proudly displayed them everywhere we went. No exceptions. It was never something to be ashamed of. We associated with them, win or lose, and I never questioned that. 

And I still don't. Never will. 

Perhaps Judaism is not more glorious than sports. Perhaps it doesn't necessarily have to be. 

But it must at least be as glorious. We should not need to force a yarmulka and tzitzis on a child. Children should not need to be coerced to attend shul and participate in tefillah. They should want to sing at the Shabbos table, vibrantly join the Seder and share thoughtful and meaningful Torah insights on each holiday. It's all part of the game. Part of being fan. In fact, it's mre than merely following team, but being part of being a member on the team itself. 

I still keep an ear out for the Cleveland Browns, and although I have given up hope of a Super Bowl ring long ago, I have decided years ago to harness my energy and time to be more committed to my own team rather than others. Though I still remember some of Ozzie Newsome's stats, I try to follow and learn from the Hall of Famers that preceded me on our team. Quite legendary, in fact. 

We are all members of this incredible team, each serving different, yet equally vital roles. We should be filled with pride. We must be filled with pride. We should look forward to each game with deep anticipation, participate them as much as we can and inspire our teammates to be the best we can so that we may continue to represent the top team in the league. Rain or shine - we're there. On time. 

And when we view tefillah in particular and Judaism in general in such a manner, our children will be infused with the identical, tangible love and adoration just by watching us - without ever saying a word. Each and every one will become a fan. 

A fan of G-D. 

Infographic: The Use of Social Media in Schools

This is an incredibly broad view of the use of social media in and our of the classroom. 
How do you use social media as a teacher? As a school?

Link: The Use of Social Media in Schools

7 Steps to Inspiration

Some look to be inspired, others look to inspire.

But how many people live inspired? If so many people want to be inspired, why do so many of us fail to feel it? Live it?

Although each of us become inspired by a various array of stimuli, perhaps there are common denominators that equally have the desired effect. For argument sake, let us try to break down the inspiration process into chronological stages:

1. Presentation: While some enjoy a vibrant, animated delivery of inspiration, some appreciate a more calm, gradual style. However, the person who awaits inspiration (or perhaps does not even see it coming) must be "grabbed," entranced by the presenter.

2. Content: The material being presented must be coherent, realistic and tangible. Abstract usually does not work, rather it must be brought to life through parables or modern day examples.

3. Authentic: The presenter must appear to his/her listener as someone who authentically cares about the material. The listener must sense that the passion is genuine and not manufactured.

4. Connection: The presenter and listener must have built a relationship earlier or forged a connection through some form of speech, motion or gesture. There must be a pull in addition to the material itself.

5. Anticipation: While the information is being delivered with poise and excitement, there must be an anticipated, overarching goal that the listener may now potentially achieve through the inspiration. This goal must be understood throughout, yet may not require actually verbalization.

6. Immediate: The presenter must offer or facilitate the formation of immediate actions or thoughts that the listener can participate in that will assist towards the overarching goal. These must be realistic steps the listener can surely succeed in.

7. Sustainability: In closing, the presenter must provide ongoing support, whether through himself, others or related and accessible material. For the listener to accomplish his long-term goal, the inspiration cannot wither and die. It must sustained.

These are not the 7 Habits of Highly Inspired People, nor have I conducted a barrage of sophisticated, clinical tests. Yet, you can certainly try them out and let me know how it went!

ISTE & You

“All beginnings are difficult” (Chazal) – the first post will be long … beginners encouraged.

With the culmination of this year’s ISTE convention in San Antonio, Texas, I sit awaiting a delayed flight back home with many thoughts to consider and lessons to ponder. The vast array of sessions, discussions, displays, vendors and of course, keynotes spanned a wide scope of educational elements and technology tools, all of which had the capacity of leaving participants awe-stricken and overwhelmed. It was essential, I therefore reasoned, that my goal simply could not be to blindly adopt everything I would hear and see, rather to note every suggestion and record every tool that would be presented so that they could be properly managed and utilized in their appropriate scenario. All powerful and meaningful tools must be harnessed. To unleash uncontrolled energy, even positive energy, has the potential of causing an undesirable, counterproductive reaction. We often use the quote, “A teacher should not be the sage on the stage, rather the guide on the side.” Yet, we must guide nevertheless. Misdirected guidance, or a void of guidance entirely, however unintended, inevitably leads to fragmented information and the lack of clarity.

And when it comes to education, we must be careful and responsible as the quality of our future hangs in the balance.

There are a multitude of terms and labels that currently flood the educational airwaves, each with a handy acronym to help us recall them. From PBL (Project-Based Learning) to BL (Blended-Learning), PLN (Professional Learning Network) to LMS (Learning Management System), talented and innovative educators have developed a plethora of learning opportunities and environments to empower teachers and students with the means for differentiated growth and achievement. After all, each individual, both student and teacher, are different. We each learn and process information and experiences differently, therefore it certainly logical to presume that our educational system must employ various methods to attain successful learning and mastery of skills and knowledge. Furthermore, not only is each individual different, yet the large range of curriculum and areas of study similarly require diverse methods of instruction, learning and assessment.

Most professions necessitate a variety of tools in order to accomplish their goal. Education is no different. Yet, just as each professional needs to know all of the tools of his particular trade in order to function and benefit accordingly from his work, educators must also be well-versed in their respective tools – how they work and when each is needed. With time, the tools of each profession evolves. If farmers would still be gathering their harvest by hand, there would not be enough food to sustain the world (or perhaps we would just be eating less). If builders would still be shaping wood with a manual saw, we would not have had the advantage of the mass production of homes to house our ever-increasing population. Likewise, if educators would still be teaching students with blackboards and textbooks alone, our society may not have witnessed the explosion of creativity and innovation as we have over the past few decades.

Ultimately, the future of education is unknown. It always has been. Then again, that is its very nature. Although it is a much debated discussion, school has many objectives. While it is a place that is entrusted with the task of preparing students with the skills and knowledge to fully participate in the society around them, it is also accountable to help train and mold the minds of children to be independent thinkers.

As times change, so will the parameters in which our educational system will function. New times require new skills. New thinkers. Though the foundations of math and the facts of history predominantly remain the same (and even expand), the means of conveying them, internalizing them, continues to shift. This can be a quite a daunting task, yet a uniquely refreshing and exciting one.

So when you are exposed to PBL, LMS and PLN, digest them all and allow yourself time to understand each one - what they achieve, how they are used and when they should be utilized. Most of all, do not become alarmed by the options - become hopeful.