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British Working-Class Literature, Higher Education and Identity Politics: Elevating Working-Class Voices in New Literary Pedagogies
No full textThis article interrogates the absence of working-class literature modules at the UK undergraduate level before evaluating various attempts at incorporating working-class voices and working-class literature within new and emerging literary pedagogies. It begins by outlining the current state of (predominantly British) working-class literary studies, and questions why working-class voices and working-class texts haven’t been granted similar or equal footing for undergraduate academic study within the UK higher education sector. It then goes on to consider how the rise of identity politics has impacted attempts at defining, representing and accounting for working-class experiences. While acknowledging that other disciplines which have emerged from recent shifts toward identity politics (including gender studies, postcolonial studies, and queer theory) all seek, in varying degrees, to decentre the white patriarchal experience and disrupt and decolonise the status quo, this article determines that the inclusion of working-class perspectives at the same level remains confused, vague, and sometimes taboo – putting genuine working-class voices at risk of assimilation, marginalisation, and/or ostracization. The article goes on to qualitatively evaluate a number of recent pedagogical attempts at rectifying this issue, resisting demands to position class-consciousness in diametric opposition to popular models of identity politics, and making the case instead for valuable, insightful, and intersectional literary pedagogies which identify and showcase working-classness as a formative aspect of identity-making on par with other important aspects of self-identity. Consequently, it promotes the need for continued research into how British working-class literature might be defined, taught, and disseminated to a new generation of students in UK higher education, primarily to prevent working-class voices becoming (or remaining) a peripheral concern in new literary pedagogies
Amezcua, M. (2023). Making Mexican Chicago: From Postwar Settlement to the Age of Gentrification. The University of Chicago Press
No full textImmersing Students in Classics: Turning Scenes from a Short Story into Interactive Posters Using Makey Makey Kits
No full textThis lesson engages 7th grade students in a creative reading/writing project where they extend their knowledge of a text by utilizing block coding, sound recording, and Makey Makey kits which are "a digital toolkit that creates a closed-loop circuit by connecting alligator clips to conductive materials” (Turcotte, 2024, p. 1)—to create an interactive poster. This lesson requires students to move beyond comprehension to analysis and interpretation. This lesson could be adapted for any subject and grade level with the proper scaffolding and supports
AI-Enhanced Writing Self- Assessment : Empowering Student Revision with AI Tools
No full textThis technology-rich, three-day lesson for 9th-12th grade English Language Arts students leverages artificial intelligence (AI)-enhanced rubrics and writing analysis tools (Ouyang & Jiao, 2021) to improve student writing and self-assessment skills. Students explore AI-enhanced digital rubrics, use AI tools to analyze their writing, and apply AI-generated feedback to revise their work. This approach enhances current writing assignments and develops critical thinking skills and digital literacy. Assessments include AI-generated feedback reports, peer evaluations, and final revised writing samples demonstrating improvement based on AI and peer input, equipping students with valuable skills for future writing tasks
Introduction
No full textAs the third year of JTILT ends, I find myself reflecting on what the journal provides, how it was established, and where it is heading. Past issues and articles capture various teaching styles, strategies, delivery approaches, and purposes. Each article presents candid details regarding their use of technology and how that influenced learning. I am constantly reminded that teaching is a science and an art. I relish detailed procedures and steps that authors articulate in their work. I also marvel at the art of teaching and the broad possibilities that exist in developing instruction. JTILT has helped me broaden my perspectives and consider new facets of the field
PK-12 Lesson Design Competition Awards Introduction
No full textHundreds of tiny, colorful, plastic cubes lay strewn across tables; dozens of ideas are being tossed about; and a crowd of people gather with a common goal of effectively integrating technology to improve teaching and learning. This was the PK-12 Lesson Design Competition at the 2024 Association for Educational Communications and Technology (AECT) International Convention. The Teacher Education Division (TED) of AECT sponsors this annual design competition. The professional community of TED members promote theory, research, and practice that supports teachers and teacher educators to design effective learning experiences for diverse learners
Newman, L. and T. Skocpol (2023) Rust Belt Union Blues: Why Working-Class Voters Are Turning Away from the Democratic Party. Columbia University Press
No full textOsborne, M. (2024). Polished: College, Class, and the Burdens of Social Mobility. University of Chicago Press
No full textBuilding Math Skills with Computational Thinking: CT-Enhanced Addition Strategies
No full textThis elementary math intervention lesson plan integrates computational thinking (CT) and generative AI tools, focusing on addition strategies. It combines tech-enhanced experiences with hands-on activities to develop CT skills and content knowledge. This three-part lesson includes reviewing addition facts, engaging in interactive games, and creating digital content. Students practice pattern recognition, abstraction, problem decomposition, and step-by-step solution development. The plan emphasizes CT connections, engagement, and deepening understanding of addition strategies. This adaptable, multimedia approach offers a comprehensive learning experience blending traditional math instruction with modern tech tools across various grade levels and content areas
