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History, ICT and Learning
 
 
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History, ICT and Learning (Paperback)

by Christine Counsell (Editor), Terry Haydn (Editor)
3.7 out of 5 stars See all reviews (3 customer reviews)
RRP: £23.99
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Customers buy this book with Issues in History Teaching (Issues in Subject Teaching) by James Arthur

History, ICT and Learning + Issues in History Teaching (Issues in Subject Teaching)
Price For Both: £45.58

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Product details

  • Paperback: 288 pages
  • Publisher: Routledge; 1 edition (19 Dec 2002)
  • Language English
  • ISBN-10: 0415263492
  • ISBN-13: 978-0415263498
  • Product Dimensions: 23.2 x 15.6 x 1.8 cm
  • Average Customer Review: 3.7 out of 5 stars See all reviews (3 customer reviews)
  • Amazon.co.uk Sales Rank: 66,224 in Books (See Bestsellers in Books)

    Popular in these categories:

    #17 in  Books > Study Books > Professional > Education Studies & Teaching > History of Education
    #25 in  Books > Study Books > Teachers Resource > Education & Technology
    #34 in  Books > History > Other Historical Subjects > Study & Teaching

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Product Description

Product Description
This is a practical guide for teachers who wish to improve the quality of teaching and learning in history by using ICT.

From the Back Cover

Despite the high profile of ICT in education, finding practical and meaningful ways to integrate ICT into lessons can be a difficult and overwhelming task. This book explores the current use and potential of ICT in the secondary history curriculum, and offers sound theory and practical advice to help you use ICT effectively.

Key areas covered include:

* getting started in ICT and history
* short, medium and long-term planning
* using ICT to develop historical understanding and skills
* data handling in the history classroom
* ICT and maps
* integrating virtual resources with the real world of teaching and learning.

With contributions from leading academics and practitioners in history education, this book will be important reading for all secondary history teachers and trainee teachers. It will also make an interesting read for upper primary school teachers too.



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Customer Reviews

3 Reviews
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Average Customer Review
3.7 out of 5 stars (3 customer reviews)
 
 
 
 
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3 of 3 people found the following review helpful:
5.0 out of 5 stars analytic depth at last, 2 Jul 2007
By Stelladia (South Wales) - See all my reviews
This review is from: History, ICT and Learning in the Secondary School (Hardcover)
By far the most useful text on pupils' historical thinking that I read for my PGCE. Instead of a load of mediocre resources (very common on school history websites), it offers loads of ideas in an analytic way. Interestingly, it's also quite timeless. As a newly appointed Head of History I fished it out again recently and found it inspirational once again, but this time in making me think through whether our current use of ICT is any good. It gets at underlying principles about historical learning, not the surface stuff. Particularly ground-breaking chapters are those by Martin on overview and depth, which takes Banham's work and links it to ICT, and the chapter by Counsell which drives a bus through naive ideas about progression. It develops new theoretical models for planning to secure progress in "history and ICT" through the secondary years.
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3 of 5 people found the following review helpful:
5.0 out of 5 stars helpful, challenging, inspirational, 25 Dec 2003
By A Customer
...not entirely sure the previous reviewer read the same book...this is hard going because the theory is so well thought-out (unlike most of most history teacher's ideas about ICT, including mine) but it is full of practical examples which will inspire you to make the most of whatever (frequently limited) facilities your school has...beg, borrow or steal a copy and be prepared to be moved out of your comfort zone...
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2 of 7 people found the following review helpful:
1.0 out of 5 stars Whither? Nowhere!, 25 Sep 2003
By A Customer
Oh dear. Another example of the cutting edge of education being blunted by a bunch of beard-stroking has-beens cashing in on something they know and care very little about. If you love footnotes, back-scratching cross-references and the irony of close-to-retirement teachers desparately trying to palm themselves off as knowing a mouse from a rat, then this is the book for you. Otherwise, do yourselves a favour and look instead at www.schoolhistory.co.uk, www.activehistory.co.uk or anything being produced by practising teachers.
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