Technology in History Class<br />Increased Access to Primary Sources Develops Critical Thinking Skills<br />
Teachers and Technology<br />“Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs” (Roblyer & Doering, 2010, p. 43).<br />
Engaging History Students<br />Instead of merely facts, learning history should involve “building historical knowledge through the use of primary sources, conducting historical inquiry, and encouraging students to think historically (Swan & Locascio, 2008, p. 176).<br />
Primary Sources on the Internet<br />Primary sources are one way to analyze and learn about history.<br />Universities, libraries, and other organizations have begun to publish collections of primary sources online. <br />The internet can provide access to primary sources not normally available to students.<br />
Technology Enhanced Instruction<br />Historical narrative in textbooks can be enhanced by the addition of primary sources to the curriculum.<br />“Using primary sources does not automatically translate into historical thinking” (Swan & Locascio, 2008, p. 176).<br />Students are encouraged to use the primary sources to develop context and answer questions about the time period and events.<br />Primary sources must be questioned and evaluated to encourage historical thinking.<br />
Interactive Evaluations<br />Students can be directed to use various presentation software programs to present the knowledge gained from the analysis of primary sources.<br />The creation of web pages to highlight the primary sources and information they have provided can enhance student understanding and encourage interest in the material.<br />
Conclusion<br />Technology can be very beneficial in a history classroom if used to promote historical thinking. <br />Technology can increase student interest and self directed research.<br />
References<br />Swan, K. & Locascio, D. (2008). Evaluating alignment of technology and primary source use within a history classroom. Contemporary Issues in Technology and Teacher Education, 8(2), 175-186. Retrieved from www.citejournal.org<br />Roblyer, M. D. & Doering, A. H. (2010). Integrating educational technology into teaching. Boston, MA: Pearson.<br />
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