Fostering Educative Experiences inVirtual High School History
Loading...
Authors
Bruno-Jofré, Rosa
Steiner, Karin G.
Date
2007
Type
journal article
Language
en
Keyword
technologies of information and communication , history teaching and learning , historical mindedness , cultural psychology , educative experiences
Alternative Title
Abstract
This position paper on virtual learning in high school history argues for situating integration of information and communication technologies (ICT) in an ethically defensible vision of education. Our main purpose is to establish a broad theoretical platform to enable critique of new technologies in history classrooms. However, we also argue in favor of embracing ICT integration within a
theoretical framework that places teaching and learning as the driving force behind adopting new technologies. First, we remind history teachers in computer-supported classrooms that their teaching is grounded in educational aims and in well-formulated ideas about what constitutes educative experiences.We place the development of the historical mindedness of the student at the core of educational aims in history teaching. Further, it is our contention that high school history modules should become steeped in a vision of education that recognizes its cultural-psychological dimensions. This means dovetailing the construction of content knowledge with teaching the cultural
practices of historians and the functions of history.
Description
Citation
Encounters on Education, Volume 8, Fall 2007 pp. 69 - 82
Publisher
Faculty of Education, Queen’s University
License
Journal
Volume
Issue
URI for this record
PubMed ID
External DOI
ISSN
1494-4936