Incorporating Emoji's into the EN 101 Classroom
“If children do not learn the way we teach, we must teach
the way they learn” – Margaret Mead
Framing the issue: technology NECESSARY in classroom spaces
Considering technology in the classroom is an important place to start for my proposal. This TED talk discusses the insertion of technology in the classroom, emphasizing that changing our thinking leads to changing the solution, a formula in which technology is essential in bringing about that change. Technology can "change how we do school". The primary focus of how technology can bring about this change makes it inherently DH in that it asks students to work together an collaborate more in the making process of assignments, projects, and writing. This TED talk asserts that we need to integrate technology INTO the classroom, not just as a supplemental lab but to include it as part of our pedagogy, making the technology the tool, theory, method, and practice all woven together to be the change that our education system so desperately needs.
Personalizing the issue for Composition
As you can see, emoji use is not new to the classroom space. It is however, new to the classroom in a face-to-face environment as it is primarily used as a tool to humanize online learning experience. These notions of embodiment and humanizing the digital situate emoji use as a DH tool, creating a reciprocity relationship that seeks to bridge the gap between student and teacher. The literacies developed in online learning environments are better situated with emoji use as it attempts to humanize the virtual classroom experience.
How it IS Digital Humanities theory, method AND practice in a rhet/comp classroom
This video discusses blended learning and how implementing technology into the classroom helps to personalize the learning experience. In considering how personalized our internet experience is in reference to filter bubbles and algorithms, this talk proposes we implement a learning system similar to the filter bubble. By personalizing learning through intelligent adaptive learning systems we can embody the learning done in the classroom by personalizing each students experience with learning. In considering how emoji use has manifested from "personalizing" online learning, we can take this methodology and implement it in to the classroom to better situate the composing process as an inherently DH practice, embedding Jason Farman's theory of embodiment and reciprocity into a collaborative experience that keeps the human central and the technology as the tool. Whereas previous emoji use in a classroom setting has remained entirely virtual, this proposal aims to situate emoji use as an embodied experience connecting the "actual" and the "virtual" as interchangeable exchanges in referencing to composing and communicating within a composition classroom.
