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