Classroom Makeover Definition

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Altering the human element with Hybrid Creature lead us to Singularity The digital revolution from the twentieth century provided us with the extended capabilities of the technology. In her “Project Classroom Makeover” Cathy Davidson advocated for education reform by means of increased interactivity in the classroom. In her vision for such an interactivity boost she considered the possibility of reaching that goal with or without technology, but with always with purpose of improving human interaction. Alternatively, in “Alone together” Sherry Turkle observes how interaction of young kids with the products of the digital era in form of Tamagochis and Furbys blur the difference between the humans and machines that manifest in so-called
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The success of the Mrs. Inez classroom had been based on the assumption of the benefit of the human-to-human interaction to the learning process. To describe the results of such an interaction, Davidson writes, “The globe became smaller through the connections they made, the town became bigger” (Davidson 66) to paint the picture of how students tackles the project of locating a town with the name Mountain View on the map. What those kids brought home was the lesson that working on such a project is mainly process of interacting with other human beings and empathizing with their feelings, that the interactive learning with other humans is a process that goes both ways, that both sides learn something new at the end. In contrast, the kids that have played with their Tamagochi’s and Firbys have assumed as a given the interactivity of their toys. Even more strikingly, kids were able to easy attribute human properties to their toys, regardless of the fact that Tamagochi looks more like an object, but the process of “taking care of” allowed the kid to attach to its toy and later even mourn its death as it was really alive. Turkle describes such a process as “Children take responsibility for virtual deaths”(Turkle 467). While playing with one of the hybrid objects, kids experience what Turkle calls “robotic moment” and become accustomed with the “human” capabilities of the machines. At the same time such an interaction alters the expectation from other humans. Kids start learning the lesson and mentally preparing themselves for a life where their counterparts will be machines. The phenomenon of experiencing the robotic moment at early age has them ready for the singularity

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