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Children at the elementary-school level have reached the formative stages of development in gaining competency in what they read, in what they listen to, and in what they view in the mass media. As important as understanding the content of the messages that hold the attention of the children is how these messages are understood, in relation to the values they represent that will guide them throughout their lives. We were intrigued by how Jewish teachers, specifically computer coordinators, managed Internet content and, based on their own educational sector’s frame of reference, assisted their students in evaluating messages—particularly those that contradict their Jewish values.
We selected Israeli computer coordinators at elementary Jewish schools in the in the Jerusalem area because they provided a unique vantage point for observing how the convergence of religion, education, media, and popular culture impacts their curriculums. We found that computer coordinator’s proficiency in understanding digital technology and their skills in applying this new knowledge in an educational setting were being upgraded constantly, as well as refined and evaluated. More importantly, we were able to assess the coordinators’ abilities and/or willingness to teach digital content that may be contrary to their values and their student’s values. Using Milton Rokeach’s consistency theory, which emphasizes the continuous prioritizing of values, this study explores the degree to which Israeli Jewish computer coordinators’ value systems and the degree of value satisfaction influence their approach to curricular development for educating students about the Internet. Finally, the utility of the survey instruments in other cultures and their educational contexts is explored.