Innovation Sensation!

Technological Advances Strike SDJA

By Ariela Moel (‘22)

 

Hidden below the old library area in the school’s A building secretly lies a little-known gem of  San Diego Jewish Academy. This beneficial learning environment boasts abundant technology and holds the key to innovation. What is this incognito luxury? The virtual reality lab! Even though it is relatively unknown now, students will soon become more familiar with the technological wonderland that SDJA has to offer. 

Mr. Kwaku Aning, director of the school’s Center for Innovation and Entrepreneurial Thinking (CIET), gave students new opportunities when his lab debuted in 2018, and again when he developed a new station located in the art room which followed it the next year. Both labs give students the ability to draw, create, and learn through artificial intelligence and augmented reality. Sophomore Rena Novom (‘22), has recently joined an art class in which she uses the VR. Rena mentions that VR lets her “manipulate the art form more than in a real-life situation.” 
VR Lab #1

Mr. Aning’s captivating VR Station, full of opportunities for SDJA’s students. Picture by Ariela Moel (‘22)

And this is only a small percentage of the enhancements SDJA has developed since the beginning of this school year. Other than the wonders which the virtual reality lab brings to the community, there have been other modifications made to the robotics team, classes added to the MS and HS curricula, and a newly established MS robotics program. As Jessie Gan (‘21), co-captain, along with Noah Katcher (’20), of the “7609 Lions” robotics team, mentions, the team has recently “taken advantage of the 3D printers.”  She notes that “now, more people on the team have those marketable 3D printing skills needed for our robotics use.”

Though unknown to many students, the VR labs are a school treasure. Whether it comes to building a 3D art model in Google Tilt Brush, an application made specifically for painting in new perspectives, or simply playing a game, students are allowed to see the unique window of high tech that is the VR.

Anyone interested in visiting one of the labs simply has to reach out to him. As Mr. Aning mentions, “We have several headsets (wired and wireless) and students can always email me if they would like to meet me during POD to try it out and explore how it works.”  

As if this VR station were not enough, Ms. Nebo has created a second VR lab, this one located in the art studio. When asked how it has improved SDJA’s art department, Ms. Nebo explains that “In the visual art class, we start off with a lot of paper and pencil and painting, kind of the more traditional art techniques and I think a lot of kids are intimidated by that because they don’t think of themselves as artists, and I feel like the VR gives them a different way to be able to express themselves.” With the implementation of the Occulus Quest, a type of VR headset, Ms. Nebo and her students have been able to benefit from the wireless technology.

VR Lab #2
Ms. Nebo’s new virtual reality headset which helps create student masterpieces. Picture by Ariela Moel (‘22)

Although virtual reality is exciting, it is not the only type of innovation at SDJA. “I think that when you challenge kids, you challenge students to try something new, and there’s a camaraderie that comes out of that,” says Mr. Marc Muroff, the AP Computer Science Principles teacher. When asked what innovations he has seen this year at SDJA, he responded, “I think SDJA offering two middle school programming classes and a full-year robotics class is very innovative.” Most people have generalized the word ‘innovation’ to be strictly technological, yet this isn’t so. As Mr. Muroff suggests, innovations can include allowing young students to take a leap into the world of experimental thinking in class and in the outside world.

The leaders in CIET have recently implemented a few new technologies at SDJA. After being asked about the upcoming projects or ideas for the school, Mr. Aning mentioned a new innovation center. “The plans are to create a space here on campus where students can conceive, create, and present new innovations in addition to incorporating these innovation skills into their school work,” he states.

Luckily, SDJA’s faucet of technology doesn’t stop running there. As well as the innovation center, there have been many new components in CIET. “I have seen a lot of amazing things this year!” Mr. Aning exclaims. “This include kindergarten students using AR to share their research about young activists with their parents, 5th-grade students using AI to develop adaptive solutions for people with disabilities, and high school students researching escape rooms to learn about film making, storytelling, and math,” 

The many opportunities that SDJA offers its students are nothing short of sensational. As Ms. Alicia Johal, CIET assistant director, mentions, “Teachers and students across campus have done some amazing work to embed innovative teaching practices into their curriculum. I have been excited by all of it – augmented reality experiences, virtual reality, robotics, creative video productions, podcasting, coding, and more!”

So many cutting edge additions to the school in such a short time confirm San Diego Jewish Academy as an authentic innovation sensation. As SDJA continues thinking creatively, the school community can look forward to even more progress and improvements in the near future. Stay tuned!

 

Firewall Frustration

SDJA students speak out against Internet blocks on controversial websites 

By Gabriela Wellman (‘20)

 

Internet Firewall by Elizabeth Nebo

Illustration © Elizabeth Nebo (2019)

 

While searching for information for an assignment on Roe v. Wade, Galia Cohen (‘20) looked up plannedparenthood.com only to be met with the following message, “Your connection is not private, please navigate back to safety.” Shrugging it off, Cohen attempted to open the second hit from her Google search–‘abortion’–but once again, she encountered the same message redirecting her back to the main Google page. 

“It was so irritating,” Cohen explains. “Planned Parenthood is a way to access important information on issues you might not know well enough. The school’s WiFi prohibiting access to it felt like limiting our access to information.” 

Ana Gerson (‘21), a student in AP U.S. Government who faced the same impediment as Cohen, says, “It made me feel outraged and confused. I feel like by blocking access for students on that website, the school is trying to influence us into believing something we don’t necessarily believe.”

Similar to AP U.S Government, Judaism and the Body, and Jewish Ethics are classes that push the boundaries of traditional classroom topics. Just like with Cohen’s and Gerson’s experiences with Planned Parenthood, students in these classes were asked to do school-sponsored research and were also surprised to find that websites containing sensitive information were blocked by the SDJA WiFi’s Firewall. 

“As a parent, especially thinking of middle school students, I would want to know that they have the freedom to be on the Internet while safety features are in place,” History Department Chair, Mrs. Susan Wu adds, “But I do not understand the block on Planned Parenthood.”

Dean of Students, Mrs. Anna Falkiewicz agrees that the block, specifically on this website, sends a negative message to pro-choice individuals, making them believe that this is not something our community supports, which, she clarifies, is not the intention. 

Of course, it is understandable that parameters must be put in place in order to ensure that students navigate safely and resourcefully on the school WiFi, but, based on conversations with students and teachers, there seems to be an overarching request to widen those parameters. 

Gali Laska (‘20) thinks that “these parameters are valid, to a certain extent. There are some websites, for example, those which include inappropriate information or photos, that should not be able to be reached under school WiFi, but anything containing valuable information to students should not be blocked.”

But, the school’s WiFi firewall raises some questions: What is being blocked? And why? 

Mrs. Sara Hansen, English Department Chair, describes how every year she demonstrates to students her ability to freely access Martinlutherking.org, a website whose name sounds credible but is actually owned by the KKK. How is it that such sites can be visited, but truly informative ones, such as plannedparenthood.com are blocked?

The Lion’s Den decided to reach out to the school’s IT Director, Mr. Chris Hill, to find out more about the firewall and how the restriction might be used more effectively. Apparently, SDJA’s firewall works by identifying and flagging certain words or phrases, such as ‘drugs,’ and ‘sex,’ and blocking out websites that includes those red-flags. 

“[It blocks] any standard sites that aren’t appropriate for kids or employees at work,” Hill clarifies. But, regardless of how this block happens, many students can agree that widening the parameters on technology would enhance their learning experience. 

Jimmy Cohen (‘22) is among a number of students offering potential solutions and next steps toward fixing the block. “First and foremost, I think that [plannedparenthood.com] has to be unblocked immediately,” Cohen says. “I also think that, at the very least, we need to be provided with a list of approved websites for research, especially on these more controversial topics such as abortion and drugs.”

Another popular suggestion around campus is the idea of a ‘teacher override,’ a solution allowing students researching topics for a specific class to request access to blocked websites directly from their teachers. Teachers could then override the firewall’s system on those specific devices. Given the amount of student interest in improving Internet access, it remains to be seen what the solution may be.

Amidst the controversy, it is reassuring to hear that SDJA administration and the IT department are not seeking to steer students’ minds with any political bias.

Mrs. Falkiewicz reiterates the fact that, “SDJA values individuals’ own opinions on political issues and is, by no means, trying to formulate opinions for its students.” 

Hopefully the entire student body can look forward to a solution that fosters the use of the latest technology in their learning in a way that doesn’t expose them to distracting, and even harmful, information.