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JI Studio: Sara Halberstadt, Yeshivat Noam, NJ, USA

I really enjoy the JI Studio app very much. We did one great activity class wide with the app and it was a huge success, easy to use and very
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Shabbat Interactive

Rachel Buckman, Greenfield Hebrew Academy, Atlanta, GA

What interested me most was when the students could understand the material better through creative use of the computer. For example, I had already showed my students the difference in
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Jaiden’s family, King David Linksfield, Johannesburg

Dear Morah Just a short note to let you know that Jaiden has never enjoyed doing his homework as much as his Shabbat Interactive! We all learnt so much from
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JI Studio content-creation tool by Jewish Interactive

David Kogut, Seattle Hebrew Academy

I downloaded JI Studio so that I could create my own images for my students to help them understand more about Shabbes and the Chagim. I teach young kids in
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Leah, student, Israel

Leah sent us this drawing she made of her Grandpa Lol using JI Studio.


Shabbat Interactive

Goldie Grant, Bury & Whitefield JPS, UK

This is Goldie Grant from Bury and Whitefield Jewish primary school. I just wanted to let you know that I used Shabbos Interactive with my year 3 class and they
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Talia, student, London

“Mitzvot” – Sent in by Talia from London, UK


JI Studio content-creation tool by Jewish Interactive

Galya Greenberg, Project Director–MaToK Bible Curriculum

As a facilitator of professional development for Tanakh teachers in Jewish schools, I have been showing JI Studio to teachers as a tool for student projects and assessment. For example:
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Sheina Hazdan, Manhattan Day School

I used the JI Sukkot Challenge to teach about Sukkot to my 3rd and 4th grade Special Ed Boys in Manhattan Day School. The boys loved ‘playing’ on the app (on
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KDL grade 5s and London young meet via webinar – SAJR

Our webinar in the October 31 2014 edition of the South African Jewish Report. King David Linksfield (Johannesburg, South Africa ) connected with Mathilda Marks Kennedy (London, United Kingdom). See page
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