History education in the digital age
e-böcker
Springer International Publishing AG
2022
EISBN 9783031107436
Intro.
Contents.
History Education in the Digital Age.
The Advancement of Digitalization.
Understanding the Past in a Critical and Reflective Way.
Uses of Digital Media in the Learning of History.
Digital Scenarios for Colonial Tensions.
Video Games and History Education.
Films as Tools for Historical Dialogue.
Contents of This Book.
References.
Present Challenges to Historical Thinking and Historical Consciousness.
Hard Choices: What Does It Mean 'to Be Good at ICT' as a History Educator? a View from England.
Introduction.
The Impact of New Technology on History Education in England, 1990-2020.
Politicians and New Technology.
Politicians and School History.
History Teachers, Digital Practices and the Aims and Purposes of School History: The Perspective of Expert Practitioners.
Conclusions.
References.
Historical Analogies and Historical Consciousness: User-Generated History Lessons on TikTok.
Historical Analogies.
Historical Analogies and Historical Consciousness.
TikTok's Affordances and Historical Representation.
Historical Analogy on TikTok.
Conclusion.
References.
Innovative Digital Tools for Historical Understanding.
Historiana: An Online Resource Designed to Promote Multi-Perspective and Transnational History Teaching.
Introduction.
Flashback to 2007: Historiana as an Alternative to a European Textbook.
Broader Picture 2020: A Flexible Tool for Innovation and Transnational Collaboration.
Close-Up 2020: Learning to disagree-A Response to Polarisation.
Conclusions.
References.
Leveraging Intercultural Social Media-Type Platforms to Promote Historical Consciousness and Historical Understanding Among Young People: Exploring Opportunities and Challenges.
Conceptual Background.
Young People's Historical Understanding.
Historical Consciousness.
The Developmental Needs of Adolescent Learners.
Intercultural Digital Exchange Platforms.
Intercultural Competence.
The Topic of Human Migration.
Materials and Methods.
Design-based Research.
Study Background: Out of Eden Learn.
Sample.
Data Analysis.
Observations.
Opportunity #1: Developing a More Nuanced Understanding of Migration Past and Present.
Opportunity # 2: Situating One's Own Life in a Broader Context.
Opportunity #3: Developing Greater Critical Awareness.
Challenges.
Discussion.
References.
A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation Project (DOHR).
Virtual Reality and Virtual Learning Environments: Some Key Terms.
Virtual Environments in History.
Virtual Environments in History Education.
Potential Benefits and Challenges of VEs for History Education.
The Digital Oral Histories for Reconciliation (DOHR) Project.
The DOHR Virtual Learning Environment.
Conclusion.
References.
Digital Scenarios for Colonial Tensions.
'It Isn't About Who Was Worse': Colonialism and Historical Debate on Social Media.
History Education in the Age of Social Media.
History Education Through Debate.
Study.
Approaches to Historical Debates on Social Media: Mirror Talk, Battle Talk, and Persuasive Talk.
Discussion: What is Gained with Historical Debate? What Can We Learn from It?.
References.
Digital Historical Maps in Classrooms. Challenges in History Education.
Introduction.
Historical Maps in Textbooks.
The Territory as a Central Element of Master Narratives.
The Use of Documents to Develop Historical Thinking.
Promoting Non-Essentialist Representations of the National Territory: Integrating Digital Cartographic Resources into the Teaching of History.
Teaching with Digital Maps to Deconstruct Master Narratives.
References.
Videogames and History Education.
Digital Entertainment Gaming as a Site for (Informal) Historical Learning? A Reflection on Possibilities and Limitations.
Digital Games as Commercial and Entertainment-Oriented Cultural Artefacts.
Digital Games as an Expression of a Broader Digitized and Networked Culture.
Digital Games as Sites for Learning in History Classrooms.
Conclusion.
References.
Informal Strategies for Learning History in Japanese Mass Media Visual Culture: A Case Study of the Mobile Game Fate/Grand Order.
Introduction.
The History Problem in Japanese Education and Collective Memory.
The Past as a Mass-Consumption Commodity.
Moe-Kyara, Otaku, and an Emotional Approach to History.
Community-Based History Learning: Fate/Grand Order's Online Fan Networks.
Conclusions.
References.
Films and Theatre as Tools of Historical Dialogue.
Historical Films in History Classrooms: Documentaries or Fiction Films? Teachers' Views and Practices.
Introduction.
Movies and History: A Passionate Relationship.
The Historical Documentary and Its Use in History Classrooms.
Empirical Study.
Objectives.
Methods.
Results.
Teachers' Film Preferences.
Documentaries as Objective Representations of the Past.
Documentaries as Subjective Representations of the Past.
Discussion.
References.
Theatre of War: Lola Arias' Documentary Theatre as Innovative Tool for Historical Dialogue.
Documentary Theatre as a Promising Tool for History Education.
The Presence of Malvinas/Falkland in School History.
Representing the Voice of the Nation.
Making Possible an Impossible Dialogue.
Deconstructing the Master Narrative Through Historical Sources.
Conclusions.
References.
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films.Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book's cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
Contents.
History Education in the Digital Age.
The Advancement of Digitalization.
Understanding the Past in a Critical and Reflective Way.
Uses of Digital Media in the Learning of History.
Digital Scenarios for Colonial Tensions.
Video Games and History Education.
Films as Tools for Historical Dialogue.
Contents of This Book.
References.
Present Challenges to Historical Thinking and Historical Consciousness.
Hard Choices: What Does It Mean 'to Be Good at ICT' as a History Educator? a View from England.
Introduction.
The Impact of New Technology on History Education in England, 1990-2020.
Politicians and New Technology.
Politicians and School History.
History Teachers, Digital Practices and the Aims and Purposes of School History: The Perspective of Expert Practitioners.
Conclusions.
References.
Historical Analogies and Historical Consciousness: User-Generated History Lessons on TikTok.
Historical Analogies.
Historical Analogies and Historical Consciousness.
TikTok's Affordances and Historical Representation.
Historical Analogy on TikTok.
Conclusion.
References.
Innovative Digital Tools for Historical Understanding.
Historiana: An Online Resource Designed to Promote Multi-Perspective and Transnational History Teaching.
Introduction.
Flashback to 2007: Historiana as an Alternative to a European Textbook.
Broader Picture 2020: A Flexible Tool for Innovation and Transnational Collaboration.
Close-Up 2020: Learning to disagree-A Response to Polarisation.
Conclusions.
References.
Leveraging Intercultural Social Media-Type Platforms to Promote Historical Consciousness and Historical Understanding Among Young People: Exploring Opportunities and Challenges.
Conceptual Background.
Young People's Historical Understanding.
Historical Consciousness.
The Developmental Needs of Adolescent Learners.
Intercultural Digital Exchange Platforms.
Intercultural Competence.
The Topic of Human Migration.
Materials and Methods.
Design-based Research.
Study Background: Out of Eden Learn.
Sample.
Data Analysis.
Observations.
Opportunity #1: Developing a More Nuanced Understanding of Migration Past and Present.
Opportunity # 2: Situating One's Own Life in a Broader Context.
Opportunity #3: Developing Greater Critical Awareness.
Challenges.
Discussion.
References.
A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation Project (DOHR).
Virtual Reality and Virtual Learning Environments: Some Key Terms.
Virtual Environments in History.
Virtual Environments in History Education.
Potential Benefits and Challenges of VEs for History Education.
The Digital Oral Histories for Reconciliation (DOHR) Project.
The DOHR Virtual Learning Environment.
Conclusion.
References.
Digital Scenarios for Colonial Tensions.
'It Isn't About Who Was Worse': Colonialism and Historical Debate on Social Media.
History Education in the Age of Social Media.
History Education Through Debate.
Study.
Approaches to Historical Debates on Social Media: Mirror Talk, Battle Talk, and Persuasive Talk.
Discussion: What is Gained with Historical Debate? What Can We Learn from It?.
References.
Digital Historical Maps in Classrooms. Challenges in History Education.
Introduction.
Historical Maps in Textbooks.
The Territory as a Central Element of Master Narratives.
The Use of Documents to Develop Historical Thinking.
Promoting Non-Essentialist Representations of the National Territory: Integrating Digital Cartographic Resources into the Teaching of History.
Teaching with Digital Maps to Deconstruct Master Narratives.
References.
Videogames and History Education.
Digital Entertainment Gaming as a Site for (Informal) Historical Learning? A Reflection on Possibilities and Limitations.
Digital Games as Commercial and Entertainment-Oriented Cultural Artefacts.
Digital Games as an Expression of a Broader Digitized and Networked Culture.
Digital Games as Sites for Learning in History Classrooms.
Conclusion.
References.
Informal Strategies for Learning History in Japanese Mass Media Visual Culture: A Case Study of the Mobile Game Fate/Grand Order.
Introduction.
The History Problem in Japanese Education and Collective Memory.
The Past as a Mass-Consumption Commodity.
Moe-Kyara, Otaku, and an Emotional Approach to History.
Community-Based History Learning: Fate/Grand Order's Online Fan Networks.
Conclusions.
References.
Films and Theatre as Tools of Historical Dialogue.
Historical Films in History Classrooms: Documentaries or Fiction Films? Teachers' Views and Practices.
Introduction.
Movies and History: A Passionate Relationship.
The Historical Documentary and Its Use in History Classrooms.
Empirical Study.
Objectives.
Methods.
Results.
Teachers' Film Preferences.
Documentaries as Objective Representations of the Past.
Documentaries as Subjective Representations of the Past.
Discussion.
References.
Theatre of War: Lola Arias' Documentary Theatre as Innovative Tool for Historical Dialogue.
Documentary Theatre as a Promising Tool for History Education.
The Presence of Malvinas/Falkland in School History.
Representing the Voice of the Nation.
Making Possible an Impossible Dialogue.
Deconstructing the Master Narrative Through Historical Sources.
Conclusions.
References.
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films.Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book's cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
