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Samson Thomas, The English and Foreign Languages University, IndiaAbstract
Integrative humanities aim to create cultural structures to negotiate with unforeseen events. Classroom experience during the pandemic-post-pandemic periods is one such crisis-ridden, generation-defining event. This paper — a crossover between a research article and field-notes, seeks to apprehend and articulate the nebulous experience of classroom instruction immediately after the COVID-19 pandemic. It aims to make sense of the researcher’s dual-mode classroom, focusing on human-technology relations, informed by the postphenomenology framework. Technology integration in classroom, it is assumed, forms an effective heuristic to understand the whole spectrum of cognitive-affective responses in a classroom. The narrow focus of the field notes, a COVID-impacted classroom in a specific geographical location and socio-cultural context, with a learner-group of a particular demographic profile, where a certain kind/degree of technology-integration obtained, could help unpack the classroom dynamics across teaching-learning contexts. This hypothesis is based on two crucial factors: the academic “new normal” ushered in by the pandemic has made visible the often taken-for-granted procedures in the “normal” classroom, and secondly, specific classroom anecdotes, and theory-informed/theory-informing reflections on them, are perhaps more helpful in formulating valid generalizations, and lead to the production of socially usable knowledge, than abstract theorizing.
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Conference: IICAH2025Stream: Teaching and Learning
This paper is part of the IICAH2025 Conference Proceedings (View)
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To cite this article:
Thomas S. (2025) Human-Technology Relations in the Classroom: Postphenomenology-Inspired Field Notes From a COVID-Impacted Humanities Classroom in the Global South ISSN: 2432-4604 – The IAFOR International Conference on Arts & Humanities – Hawaii 2025 Official Conference Proceedings (pp. 237-253) https://doi.org/10.22492/issn.2432-4604.2025.21
To link to this article: https://doi.org/10.22492/issn.2432-4604.2025.21
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