Relational Learning as a Foundation for Professional Development in Technology Integration for Jewish Educators

ABSTRACT

This study explores how the relationships between congregational school Jewish educators built during ongoing havruta (partner-based) text study can carry over into a professional relationship that is aimed toward learning to integrate technology. Educator relationships were studied as part of the Jewish Educator Technology Initiative (JETI) professional development model, which included havruta text study, peer-to-peer dialogue, and instruction in technology integration theory and practice. Participants cited multiple relational contexts as prominently supporting both text and technology learning. These relational building blocks formed a foundation for a rich, supportive community of Jewish educator-learners expanding pedagogy to include new technologies.

KEYWORDS:

• Technology
• education
• professional development
• relational learning communities
• havruta text study

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Mindy M. Gold

Mindy M. Gold is the founder and lead consultant of EdtechMMG, an educational and technology consulting firm. E-mail: [email protected]