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 books 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.
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History Education in the Digital Age |
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1 | (28) |
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Present Challenges to Historical Thinking and Historical Consciousness |
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Hard Choices: What Does It Mean `to Be Good at ICT' as a History Educator? a View from England |
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29 | (14) |
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Historical Analogies and Historical Consciousness: User-Generated History Lessons on TikTok |
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43 | (22) |
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Innovative Digital Tools for Historical Understanding |
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Historiana: An Online Resource Designed to Promote Multi-Perspective and Transnational History Teaching |
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65 | (20) |
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Leveraging Intercultural Social Media-Type Platforms to Promote |
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Historical Consciousness and Historical Understanding Among Young People: Exploring Opportunities and Challenges |
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85 | (18) |
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A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation Project (DOHR) |
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103 | (22) |
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Digital Scenarios for Colonial Tensions |
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`It Isn't About Who Was Worse': Colonialism and Historical Debate on Social Media |
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125 | (14) |
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Digital Historical Maps in Classrooms. Challenges in History Education |
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139 | (22) |
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Videogames and History Education |
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Digital Entertainment Gaming as a Site for (Informal) Historical Learning? A Reflection on Possibilities and Limitations |
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161 | (16) |
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Informal Strategies for Learning History in Japanese Mass Media |
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Visual Culture: A Case Study of the Mobile Game Fate/Grand Order |
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177 | (16) |
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Films and Theatre as Tools of Historical Dialogue |
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Historical Films in History Classrooms: Documentaries or Fiction Films? Teachers' Views and Practices |
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193 | (20) |
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Theatre of War: Lola Arias' Documentary Theatre as Innovative |
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Tool for Historical Dialogue |
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213 | |
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Mario Carretero is Professor at Autónoma University of Madrid, where he was Dean of the Faculty of Psychology, and Researcher at FLACSO (Argentina). He has carried out an extensive research on history education. Some of his publications are History Education and the Construction of National Identities (2012) (co-ed.), Constructing Patriotism (funded by the Guggenheim Foundation) (2011), Palgrave Handbook of Research in Historical Culture and Education (2017) (co-ed.) and Historical Reenactment. New Ways of Experiencing History, Berghahn (2022 co-ed.). Presently he is the coordinator of the digital project. Marķa Cantabranas is a History graduate, Master in Gender Studies and fellow of the National Council of Scientific and Technical Research (CONICET) at FLACSO, Argentina. She develops her doctoral research on dialogical practices in history education. She is the author of the module "Gender and the Nation" in the digital project. She has published La celebración del patrimonio histórico en Uruguay [ Celebrating Historical Heritage in Uruguay], Ķber (2019), and La participación de las mujeres en el Movimiento Vecinal durante el Tardofranquismo y la Transición[ Women's Participation in the Neighborhood Movement during Late Francoism and the Transition], Ed. Universidad Autónoma, Madrid (2011). Cristian Parellada is a lecturer at the Faculty of Psychology of the University of La Plata and postdoc researcher at the National Council of Scientific and Technical Research (CONICET). His research interests are related to history education and historical narratives, specifically in relation to how historical maps are represented by both students and textbooks. Some of his latest publications are "Historical borders and maps as symbolic supports to master narratives" (Theory & Psychology., 2022). He is the co-the author of the module "Learning with maps" in the digital project.
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