Are Emojis Useful in Children's Education? / ITech content

Contents:

• How emojis help (or don't) study Shakespeare
• How emojis are used to engage in history study
• How emojis are used for assessment

Emoticons, which have become an integral part of modern communication, have an interesting history of their origin. One theory is that they originated in an academic setting. In 1982, Carnegie Mellon University professor Scott Fahlman proposed using simple symbols like 🙂 and 🙁 in emails to convey emotional context. This move marked a significant milestone in the development of emoticons and their evolution into the modern emoji we use today. Thus, Scott Fahlman is considered one of the founders of the concept of visually expressing emotions in digital communication.

Today, researchers are actively studying the benefits of icons in the educational process. However, most often, studies are conducted on adult students. But what about the primary audience for emoticons—children? In this article, we present several examples of how educators are adapting educational materials to make them more understandable and accessible to schoolchildren. Using icons in teaching improves the perception of information and increases interest in the learning process.

How Emoji Help (or Not) Study Shakespeare

Many literature teachers may be outraged by the fact that in Shakespeare's homeland, students are trying to interest him in his work using emojis. However, this approach is not entirely new. Innovative methods of teaching literature, including the use of modern technology and visual elements, are becoming increasingly common. This makes classic works more accessible and attractive to young people, which can contribute to a deeper understanding and appreciation of literary heritage.

In 2015, Penguin Random House launched a series of books for young adults called OMG Shakespeare!, which adapts Shakespeare's classic works into modern language understandable to young people. The first book in this series was "srsly Hamlet," which can be translated as "seriously, Hamlet." The text of the tragedy was reworked for instant messaging, and some phrases were replaced with emoji, making the work more accessible to teenagers. To make the book easier to understand, a glossary was added, allowing readers to better understand the original context of the work. This series is an excellent way to introduce a new generation to the great works of world literature, making them more appealing and relevant. Many are perplexed by the new initiative to simplify classic works, and this is quite natural. After the release of the book series, Professor Alan Smithers, Director of the Centre for Research in Education and Employment at the University of Buckingham, expressed his point of view in The Daily Mail. He noted that such attempts to make Shakespeare more accessible can lead to the loss of his deeper meaning. Shakespeare is not limited to plot alone; his work is imbued with a complex rhythm and unique language. While the intentions of the creators of this initiative may be good, there is a serious underlying problem that could distort the very essence of the work of art.

The idea of ​​combining Shakespeare with emoji has proven interesting not only for publishers but also for British educators. This approach has gained popularity, and several stories about it have been published in TES. One of the subjects of these publications is Charlotte Hodgson, a teacher at Avonbourne College. She asks her students to retell a passage from "A Midsummer Night's Dream" using emoji and explain why they chose these symbols. Another creative exercise she uses involves using emoji to convey the emotional state of characters and supporting their feelings with a corresponding quote from the text. According to Hodgson, such tasks help not only develop literacy but also improve students' articulation skills.

At one school, a foreign language teacher uses emoji to replace certain expressions in texts. He believes that students will form better associations with images and icons than with English translations. This approach can contribute to more effective assimilation of the material and development of visual perception of the language.

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Prince Harry's Memoir: The Reasons Behind His Teacher's Bullying

In his memoir, Prince Harry shares personal stories and experiences, including moments when he was bullied by a teacher. These episodes highlight not only his difficult relationships with teachers but also the impact they had on his life. Prince Harry speaks openly about the difficulties he faced academically and how teacher bullying shaped his self-perception.

In his memoir, Harry touches on the insecurity and pressure he experienced at school. He describes how negative comments affected his self-esteem and drive to succeed. These moments provide insight into the importance of support and understanding from teachers, especially for young people searching for their place in life.

Prince Harry's memoir not only recounts his personal experiences but also raises important questions about the role of education and the influence of teachers on the formation of identity.

Some teachers consider the use of informal language in educational materials harmful. Firstly, teachers do not have enough time to adapt materials to the language of everyday communication. Secondly, there is a lack of convincing evidence that such tools actually contribute to quality education. Thirdly, the focus should be on teaching literacy and high-style language, and not on what students have already mastered, often even better than their teachers.

The opinions of the interviewed academics from Oxford and University College London, represented in TES, diverge from traditional views of language. They emphasize that language functions as a living organism that constantly changes and adapts. In this regard, teachers should not completely ignore the "new normal"—the communication methods that are well received by schoolchildren and students. On the contrary, using existing teaching practices can be quite beneficial. This allows them to "build" new material on familiar formats, including emoticons and emoji, which can become effective tools in the educational process.

Russian literary classics are also adapting to the language of emoji. In 2017, Arzamas magazine introduced the Emoji Pushkin app, which allowed users to fill in the blanks in Pushkin's poems using appropriate emoji. This app, unfortunately, is now unavailable. Similar games have been developed based on the works of Boris Pasternak and William Shakespeare. Such projects demonstrate a modern approach to classical literature and contribute to its popularization among young people.

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An unusual practice: using rap in the educational process

In recent years, more and more teachers are beginning to introduce rap into the educational process. This trendy art form attracts students' attention and helps make classes more engaging. Rap ​​not only promotes creative thinking but also improves retention. Using rap in the classroom helps create an informal atmosphere, which facilitates more open communication between teachers and students. Furthermore, the rhythmic structure and rhyme of rap lyrics facilitate comprehension, which is especially helpful when studying complex topics. Teachers note that using rap in the educational process helps develop language skills, creativity, and critical thinking. It also allows students to express their emotions and thoughts, which is an important aspect of their personal growth.

Thus, integrating rap into lessons is becoming more than just a trendy fad, but an effective tool for increasing student motivation and engagement in the learning process.

How Emojis Engage in History Study

History and geography teachers are constantly looking for innovative methods to engage students in their subject. They can create zombie-themed comics, organize detective quests, or develop role-playing games based on historical events. Recently, teachers have managed to master another interesting way to engage students – the use of emojis. This method helps make the learning process more interactive and fun, which promotes better learning and increases interest in subjects.

Lance Moiser, a middle school teacher in Omaha, USA, decided to use emojis to interest his students in the history of the 18th-century Civil War. At the beginning of the lesson, the students studied the relevant chapters of the textbook and watched short videos about the daily lives of soldiers of that time. Afterward, Lance handed them out printouts with a variety of emoji. The task was to select several symbols that, in their opinion, most accurately reflected the everyday life of the war participants and to justify their choice. This method, according to Lance, not only helps students systematize the knowledge they have acquired, but also allows him to assess their understanding of the topic.

Maryland history teacher Andrew Kozinski proposed an interesting approach to teaching in his article for the National Education Association. He suggests using emoji to describe historical events, which can make the learning process more interactive and engaging. Students can demonstrate their knowledge by using icons to represent key events. For example, an assignment might ask students to explain the causes of the American Revolution in the 1770s. An icon of a teacup would symbolize the colonial protest known as the Boston Tea Party, and a bag of money would represent the stamp tax imposed by British authorities on the colonists. Using emoji doesn't add any additional meaning, but it makes learning history more accessible and engaging for young people. This method can significantly increase student engagement and help them better absorb the material.

How Emoji Are Used for Assessment

Emoji are used in educational institutions to assess academic performance, but their effectiveness varies.

Emojis are effectively used to assess students' emotional states. They are a simple and understandable tool that doesn't require lengthy explanations or additional actions on the part of children. Using emojis in the educational process allows for quick feedback on student mood and engagement, which contributes to a more comfortable classroom atmosphere and improves the educational process.

The method of using visual symbols to assess students existed long before the advent of the internet. Teachers recognized outstanding student achievements with smiley faces cut out of paper or presented as stickers. While emojis can be useful as a supplement to detailed feedback, they are not informative enough as an assessment on their own. This was confirmed by the unfortunate experience of Kazakhstan, where in 2017, emoji stickers began to be used in school diaries instead of traditional grades to reflect student achievement. This initiative was part of a program to introduce formative and criteria-based assessment in the country's education system. The assessment system should be more transparent and meaningful to truly reflect the level of knowledge and achievements of students.

Two years later, Kazakhstan's Minister of Education and Science, Askhat Aimagambetov, proposed abandoning the practice of rewarding students with stickers and emoticons. He believed that teachers had begun to use these methods more frequently, which, while bringing joy to children, did not provide real information about their learning progress. As a result, some parents and students soon realized that children marked with positive symbols may actually have significant knowledge gaps.

According to international practice, the use of emoticons and emojis in moderation and in appropriate contexts can effectively enrich school lessons and homework. However, their systematic use in the educational process remains limited by standard methods for assessing students' psychological well-being. It is important to find a balance between maintaining the seriousness of learning while adding elements that contribute to a comfortable atmosphere for students.

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