Transcript History and ICT

History and ICT
Peter Mead
Objective
To look at and review the use
of ICT in History teaching.
Title: How life changed for the Jews between
1919 - 1939
Objectives:
• To find out how Jewish peoples
experiences changed in Germany
between 1919 and 1939.
• To learn about the different steps that
Adolf Hitler took to influence people’s
attitudes and feelings towards Jews.
Instructions for the poster
• As well as including a fantastic drawing of a
Roman soldier make sure you include the
following:
1. What a legionary would have to be like.
2. What they have to be able to do.
3. What they would gain by joining the army.
PAGE 24
Gloucester 16 : 44 Leicester!!!!
Programme:
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The Internet
Interactive Whiteboards / Projectors
A – Level
Conclusion
• “The most enthusiastic proponents of
computers in recent years have been
politicians and those selling new technology
to schools.”
(Haydn, 2003)
• “From Kenneth Bakers’ commitment to
provide a computer for every school in the
1980’s to Tony Blair’s pledge to connect all
schools to the Internet, it is difficult to find
examples of politicians expressing
reservations about the value of computers in
education.”
(Haydn, 2003)
• “It can be salutary for teachers to look at
all the resources which they have
acquired, and think about what percentage
of them have been fully explored and
used. Given the pressures on teachers
time, it is easy to think that in building up a
pile of resources we are making progress,
but most resources require an investment
of time and thought to deploy most
resources carefully.”
(Haydn, 2003)
Useful websites
Students
www.google.com
www.2learn.ca/mapset/mapsethtml
www.learningcurve.pro.gov.uk
http://spartacus.schoolnet.co.uk
www.activehistory.org
http://schoolhistory.co.uk
www.becta.org.uk
www.pals.org.uk
www.gladiatorschool.tv
Useful websites
Teachers
www.uea.ac.uk/-m242/historypgce/time
http://chss.montclair.edu/english/furr/vietnam.html
www.bbc.co.uk
www.learn.co.uk
www.24hourmuseum.org.uk
http://progov.uk
www.ocr.org.uk
www.aqa.org.uk
www.edexel.co.uk
www.history.org
www.historytoday.com
www.history.org/HTML/teachmag.htm
www.britishpathe.com
www.strs.co.uk
• “The drastic increase in the amount of
historical information available to pupils
demands different skills of them. Sifting
and selecting, organising and classifying,
prioritising and discarding, synthesising
and marshalling information are high –
order skills compared to simply
accumulating information, and they are
skills which will be more useful to them in
life after school.”
(Haydn, 2003)
• “We must use the Internet. There is no way out.
The Internet is not a passing trend. Our young
people will use it in their daily lives, no matter
what they choose to do with them. And on the
Internet, they will continue to confront
interpretations and representations of history. All
adults, no matter what they do with their lives,
need to be able to see how and why the
historical interpretations that bombard them
were constructed, otherwise, they are prey to
propaganda and manipulation, not to mention
cynicism or a lack of regard for the truth.”
(Haydn, 2003)
• “At school, history is often perceived as
the most authoritarian of subjects (‘learn
the three causes of the repeal of the Corn
Laws’). The sixth former, flushed with
success in advanced level history
discovers at university a mind – blowing
truth: historians disagree with one
another.”
(McAleavy, 2002)
Still not on FaceBook but...
Things to bear in mind...
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Does it capture and maintain interest?
Interpret material clearly?
Encourage students to think critically?
Encourage students to relate to prior knowledge
and experience?
• Encourage students to question assumptions?
• Communicate effectively?
• Encourage students to think and learn more
about the subject?
Bibliography
• Haydn, T. (2003) ‘Computers and history: Rhetoric,
reality and lessons of the past’ in Haydn, T and Counsell,
C (eds) History, ICT and Learning in the Secondary
School. pp. 11 – 38.
• Kyriaciou, C. (1997) Effective Teaching in Schools.
• McAleavy, T.(2002) Interpretations of history (pp. 42 –
44) Past Forward: A Vision for School History 2002 –
2012.
• National Qualifications Online
http://www.itscotland.org.uk/nq/sharingpractice/sharingpr
acticeatoz/Chalkface.asp