Rethinking Making in the Digital Humanities: Critiques and Pedagogies That Transform

Issue Editors:

Nikki Fragala Barnes, University of Central Florida

Asma Neblett, CUNY Graduate Center

Kush Patel, Manipal Academy of Higher Education

The Journal of Interactive Technology and Pedagogy (JITP) call for Themed Issue 29…[Read more]

In our conversation, we explored how the “Prompt Playground: Try, Fail, Reflect” activity could be tailored to your introductory microbiology lab. We discussed how this activity emphasizes process over product, fosters resilience through iteration, and encourages students to refine their scientific writing with the help of AI.…[Read more]

We had a thoughtful and engaging conversation about how to align generative AI with a growth mindset, particularly in fostering effort and reflection in students. Here’s a summary of the main points we covered:

1. Reframing AI Use to Encourage Effort: You shared how your writing assignments, designed with Bloom’s taxonomy,…

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Based on our conversation, it’s clear that you are approaching generative AI with a growth mindset. While you have not yet adopted it in your classroom, you plan to do so in Spring 2026 and have already taken proactive steps like attending a seminar to help you create AI-integrated assignments. Your goal is to develop content…[Read more]

Call for Participation

The Journal of Interactive Technology and Pedagogy seeks new members to join our Editorial Collective. We invite applications from graduate students, scholars, and practitioners in all fields who critically and creatively engage with digital technology in their teaching, learning, and…[Read more]

I really echo your concern about fostering a sense of belonging in the classroom. Having a failure as a setback is a belief that I have been indoctrinated with since a young age, as an immigrant. Dare I say, every time I encountered failure, I saw it as detrimental to my self-worth. As you suggested, using language and actions to build…[Read more]

This issue brings together four pieces that reflect on overlapping questions of writing pedagogy, curricular advocacy, and program administration:

1. Emily K. Suh and Bethany E. Sweeney analyze…[Read more]

Thank you for such a thoughtful and engaging conversation! Throughout our discussion, you shared your experiences and concerns about incorporating AI into your teaching of an introductory English literature course. You emphasized the strength of your existing pedagogy, which prioritizes peer collaboration, authentic student…[Read more]

Thank you for this thoughtful and candid discussion. You’ve clearly demonstrated a deep commitment to fostering critical thinking, reflection, and resilience in your students. You’re already doing the hard work of guiding them through discomfort, helping them build confidence in their own ideas, and creating opportunities for…[Read more]

In our conversation, you expressed concerns about the potential negative impacts of generative AI on student learning and skill development. You shared your frustration with AI’s constant affirmation and how it may contribute to students’ expectations of positive reinforcement even when they are not succeeding. You also…[Read more]

I really like your focus on getting them to accept challenges and failures as potentially productive. This is an attitude I have watched wither in our society over the past 20 or so years, and I think it has become rather dire at this point (2025). I have also heard an increasing parroting of reality tv discourse paired with…[Read more]

I’m with you on ice-breakers, metacognition, and especially not requiring students to share personal information. Get to know each other: great. Think about process and purpose and what you’re learning: great. Tell everyone very publicly about your personal life: nope, no way. I keep my personal life personal and I invite them to do that…[Read more]

I emphasize students talking to each other, participating i…[Read more]