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.
History Education in the Digital Age
Mario Carretero, María Rodríguez Moneo, María Cantabrana Carassou, Cristian Parellada
págs. 1-26
Hard Choices: What Does I Mean "to Be Good at ICT" as a History Educator? a View from England
págs. 29-42
Historical Analogies and Historical Consciousness: User-Generated History Lessons on TikTok
págs. 43-62
Historiana: An Online Resource Designed to Promote Multi-Perspective and Transnational History Teaching
págs. 65-83
Leveraging Intercultural Social Media-Type Platforms to Promote Historical Consciousness and Historical Understanding Among Young People: Exploring Opportunities and Challenges
págs. 85-102
A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation Project (DOHR)
Lindsay Gibson, Jennifer Roberts Smith, Kristina R. Llewellyn, Jennifer Llewellyn
págs. 103-121
"It Isn't About Who Was Worse": Colonialism and Historical Debate on Social Media
págs. 125-141
Digital Historical Maps in Classrooms: Challenges in History Education
págs. 143-161
Digital Entertainment Gaming as a Site for (Informal) Historical Learning?: A Reflection on Possibilities and Limitations
págs. 165-180
Informal Strategies for Learning History in Japanese Mass Media Visual Culture: A Case Study of the Mobile Game Fate/Grand Order
págs. 181-194
Historical Films in History Classrooms: Documentaries or Fiction Films? Teachers' Views and Practices
págs. 197-216
Theatre of War: Lola Arias' Documentary Theatre as Innovative Tool for Historical Dialogue
págs. 217-234
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