History, ICT, and Learning in the Secondary School

By Terry Haydn; Christine Counsell | Go to book overview

4

Building learning packages

Integrating virtual resources with the real world of teaching and learning

Ben Walsh


From software solutions to learning packages

At the time of writing, in late 2001, it is possible to say with some confidence that history teachers all over the UK are thinking about how to use ICT in their lessons. No longer is ICT the preserve of a minority of skilful pioneers and enthusiasts. Whether through external coercion and the imperatives of a development plan, through guilt and resignation or through genuine enthusiasm and curiosity, history teachers everywhere are aware that ICT can no longer be ignored as a major player in making pupils' historical learning happen. The changing work and priorities of the secondary committee of the Historical Association are evidence of this. Ten years ago, the Historical Association advisory body for educational technology (HABET) did pioneering work and produced some seminal publications (e.g. HABET 1992), but many teachers had not heard of HABET and were unaware of these publications. Now, entire issues of Teaching History, the HA's journal for secondary teachers, are regularly devoted to ICT. Even in the non-ICT issues references to computers and related technology abound in over half the articles. This is happening because teachers communicate with their subject association to say what they want. More teachers now want to know what the pioneers have been up to and how the experienced ICT users are integrating the latest technology with history's other teaching and learning agendas.

They are also flocking to hands-on professional development sessions. Again, what is interesting is that it is now the novices who are arriving at these training sessions - not just the keen classroom computer users. Few teachers now are novices in the use of ICT itself, but very many are novices in getting pupils to use it for some specific learning purpose within planned history lessons (Bardwell and Easdown 1999). In other words, they want to know how it can be used within a teaching

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History, ICT, and Learning in the Secondary School
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Illustrations vii
  • Tables ix
  • Introduction 1
  • 1 - Computers and History 11
  • 2 - The Use of ICT for Teaching History: Slow Growth, Some Green Shoots 38
  • 3 - The Forgotten Games Kit 52
  • 4 - Building Learning Packages 109
  • 5 - Relating the General to the Particular 134
  • 6 - ICT + Maps 152
  • 7 - Using ICT to Develop Historical Understanding and Skills 176
  • 8 - What Do They Do with the Information? 192
  • 9 - Getting Started in History and ICT 225
  • 10 - History, ICT and Learning 2002-10 249
  • Index 261
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