Journal of Interactive Technology and Pedagogy

@jitp.bsky.social

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The Journal of Interactive Technology and Pedagogy: promoting open scholarly discourse around uses of digital technology in teaching, learning, and research. https://cuny.manifoldapp.org/journals/jitp

Journal of Interactive
Technology and
Pedagogy
Call for Submissions

Issue 29: Rethinking Making in the Digital Humanities
The Journal of Interactive Technology and Pedagogy
(JITP) invites critical discourses on making with digital and computing technology that consider the following questions:
• How do making epistemologies shape our use of an approach to digital tools and techniques?
• How have we come to understand the form, constitution, genealogies, and politics of digital tools and techniques through making practices?
• What new vocabularies of partnership, praxes, of anti-oppression, and approaches to making labor visible emerge through making practices?
Look to our website for
more information
Deadline:
Jun 5, 2026

Journal of Interactive Technology and Pedagogy
Issue 27
This article connects practices of community-engaged learning and minimal computing to the digital humanities
through an ongoing digital project undertaken by Mississippi State University students. The project presents a multimodal digital exhibit on the life and legacy of Dr. Douglas L Conner (1920-1998), one of the
first Black doctors in Starkville, Mississippi and a local civil rights leader—highlighting how community-engaged learning fosters an emotional connection to literature and
textual studies.
Keywords: community-engaged learning, digital
pedagogy, digital humanities, literature, archives

Journal of Interactive
Technology and
Pedagogy
Issue 27
On Chaos and Making Do Through Minimalist Digital Humanities Pedagogy | On Chaos and... by Jennifer Musial, Al Valentín, and Caroline Wilkinson
Manifold @CUNY
In 2012, Matthew K. Gold asked, "what can digital humanities mean for cash-poor colleges with underserved student populations that have neither the staffing nor the expertise to complete DH projects on their own?" This essay is a response, as the authors outline their experience with a digital humanities Mellon grant promising expansive capacity-building that they struggled to fully achieve because, as they express, grants are stopgap measures that do not solve the structural problem of state disinvestment in higher education.
Keywords: Austerity; Community Engagement;
Digital Divide; Digital Humanities; Grants

Journal of Interactive
Technology and
Pedagogy
Issue 27
Minimalist Archival Pedagogy: New Engagement with Theatre Histories in the Undergraduate... by Cen Liu
Manifold @CUNY
This article explores what the author calls "minimalist archival pedagogy" as an approach to teaching theatre history. The piece examines two assignments which were designed and implemented in "Theatre History II, 1700-1900" at the City College of New York that position students as critical historians rather than passive consumers of canonical narratives. The first assignment engages students in archival research using digitized collections to create catalog entries, while the second asks them to construct imaginative theatre reviews that address gaps and absences in the historical record.
Keywords: Minimalist digital humanities pedagogy,
Archival pedagogy, Inquiry-based learning,
Critical historiography

Journal of
Interactive
Technology and
Pedagogy
Issue 27
Teaching History with ChatGPT: A minimalist Approach to Critical Digital Pedagogy
by Kera Lovell
This article discusses collected data taken from history undergrads which serves to emphasize success in deploying generative AI tools like ChatGPT to foster historical inquiry. Rejecting AI as either savior or threat,
assignments framed generative tools as scaffolding for critical engagement, not automation. Instructor-designed
“AI Tasks” synthesized AI literacy and digital archival skills, with basic principles of historical research and analysis, including building annotated bibliographies, visualizing oral histories, and analyzing primary sources.
Keywords: artificial intelligence, AI, digital history,
information literacy, critical digital pedagog

Journal of
Interactive
Technology and
Pedagogy
Issue 27
This article focuses on ecosystem of digital
humanities labs at the University of Maryland,
College Park, the African American Digital and
Experimental Humanities (AADHum) research and design lab and the NarraSpaceXR immersive storytelling lab which have creative computing workshops that adhere to the fundamental tenets of minimal computing to help students understand, build, and critique the computing systems we engage daily.

Keywords: minimal computing, physical computing, libraries,
public schools, digital humanities, workshops, technical literacy

Call for Submissions
Issue 28: General Issue
The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work at the intersection of teaching, learning, and research with technology
• Textual and multimedia submissions - interdisciplinary approaches in humanities, sciences, and social sciences welcome
• Audio/visual presentations, interviews, dialogues, or conversations; creative/artistic works; manifestos; or other scholarly materials and/or methodologies - work addressing labor and care considerations of teaching and creating projects with digital technology

Issue 26: Meet the Article, Combining Design Thinking and Generative AI Technologies in the Classroom: A Project Based Learning Approach. The big question: What would a framework that encourages student user-centric thinking about AI look like?

Issue 26: Meet the Article, Advancing Equity in the K-5 classroom by Denise Cummings-Clay, the Big Question: How can computational thinking help education students identify and dismantle inequities?

Issue 26: Meet the Article, Feeling The Reading: Affective Landmarking and Literary Studies in India by Meha Gupta, The Big Questions: Can our emotional responses become a shared interpretive tool?

Issue 26: Meet the Article- Fostering Quantitative Reasoning in Introductory Psychology through Asynchronous Assignments Featuring Low-Stakes Quizzes, Data Analysis, and Visualization Activities. The big question: How can we include data science in introductory psych courses?

Graphic promoting an article on place-based digital pedagogy, with an image of hands around a globe

Excerpt from an Introduction to an issue of The Journal of Interactive Technology and Pedagogy that discusses educator challenges, the impact of global crises, and the role of openness, care, and community in teaching practice.

Flyer for Journal of Interactive Technology and Pedagogy Issue 27, calling for submissions on "Minimalist Digital Humanities Pedagogy." Deadline: June 15, 2025. Focuses on teaching DH under limited tech resources. Includes link to website for more info.

Flyer for Journal of Interactive Technology and Pedagogy Issue 27, calling for submissions on "Minimalist Digital Humanities Pedagogy." Deadline: June 15, 2025. Focuses on teaching DH under limited tech resources. Includes link to website for more info.

Themed Issue on Minimalist Digital Humanities Pedagogy

Themed Issue on Minimalist Digital Humanities Pedagogy

Overview section from Kressbach and Yein

Set of tools researchers typically carry during data collection in the field

Excerpt from Brandon Walsh's essay "The Pedagogy of Digital Humanities Budgets". Text states: "Phase 2: Participatory Budgeting".

Cindy Anh Nguyen's "2024 Spring Digital Humanities 187 Course page". Text states "Decolonial Data Vietnamese Historical Narratives".

Homepage for Professor McCreight's "Modern Art and OER Writing Seminar" on the CUNY Manifold platform.

An image with text from Matthew N. Hannah and Gabriel Hankins' "Introduction" to JITP Issue 25. The texts states: "Where and how does DH fit into all these historical crises of political, economic, social, and ecological processes? How can political economy help us remap the contours of a field uniquely poised to leverage an immanent critique of the neoliberal technological determinism of our moment? Despite substantial investment from digital humanists in advancing the field to include more critical engagement on questions of identity, race, gender, sexual identity, and colonialism, we believe that a dedicated emphasis on the political economy of DH as a field, as part of the digital mediation of the university and economy as a whole, has yet to be fully theorized. We hope this special issue will generate further theory and discourse about the political and economic dimensions of the field, especially as it pertains to activism and pedagogy."

Header for Issue 25, listing editors Matthew N. Hannah and Gabriel Hankins.