This chapter is aimed at history departments, history teachers and history teacher-trainees who do not feel confident about their proficiency and knowledge of ICT, or about integrating ICT with schemes of work, and making computers part of the day-to-day work of teachers and pupils.
Where 'baseline' experience of using ICT in the teaching and learning of history is limited, the way forward is as much about attitudes to change and teachers' learning as about technological proficiency in ICT. It is also about departmental collaboration and development, and perhaps as Chapter 3 indicates, it involves, above all, clarity of thinking about planning for learning in history generally, as well as understanding how ICT impacts on the pedagogy of school history.
As Chapters 1 and 2 indicate, if not heavily into using computers to enhance the teaching and learning of history, your's is not the only department in that position. My own experience of working with history departments over the past several years bears out recent research which suggests that there are obstacles and difficulties to realising the potential of ICT in history (Bardwell and Easdown 1999). As Terry Haydn argues in Chapter 1, computers are not unproblematical educational miracles. It needs time, thought and energy to turn ICT resources into worthwhile learning means in history, but it can be enjoyable, interesting and fulfilling working out how to achieve this, and it can be a good test of how well departments are able to work together at the important challenge of managing change. Getting started in history and ICT is partly about moving towards a position where thinking about how new technology might contribute to history lessons is seen as an interesting and relevant challenge, rather than a threat and a burden.