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.
Introduction. History education and the challenges of digital media. M. Carretero. M. Cantabrana & C. Parellada
Part I. Historical thinking and digital practices
Challenges of Historical Thinking in the Digital Age. Mario Carretero, María Cantabrana, María Rodriguez-Moneo (Autónoma University/FLACSO-Argentina)
Identity building and historical sense-making in the history classroom. - A matrix for empowering historical thinking? Alois Ecker (Graz University, Austria).
Managing Instructional Interactions in History Education: The Big History Project. Bob Bain (Michigan University)
Part II. Thematic digital projects
Historiana. Using new technologies to promote history teaching that is transnational and multi-perspective. Maren Tribukait and Steven Stegers (Georg Eckert Institute/Euroclio)
Leveraging intercultural social media-type platforms to promote historical consciousness and historical understanding among young people: Exploring opportunities and challenges. Liz Duraisingh (Harvard University)
A New Approach to Virtual Reality in History Education: The Digital Oral Histories for Reconciliation project (DOHR). Lindsay Gibson, (British Columbia University), Jennifer Roberts-Smith (University of Waterloo), Kristina R. Llewellyn (University of Waterloo)
Part III. Digital scenarios and tools for history education
Territories, historical maps and their digital representation. Cristian Parellada and Mario Carretero (FLACSO-Argentina)
Were the Aztecs Like Nazis? History and Civic Engagement in Social Media Debates. Everardo Pérez-Manjarrez (Harvard University)
Hard choices: what does it mean 'to be good at ICT' as a history educator? A view from England. Terry Haydn (East Anglia University)
Part IV. Videogames and history education
Digital entertainment gaming as a site for (informal) historical learning?A reflection on possibilities and limitations. Pieter Van der Heede (Erasmus University)
Informal strategies for learning history in Japanese mass media visual culture. Federico Peñate (Complutense University)
Part V. Films and theatre as tools of historical dialogue
Visual Culture, Memory, and Immersion. Wulf Kansteiner (Aarhus University)
Theatre of War. Lola Arias' documentary theatre as innovative tool for historical dialogue. Mario Carretero, María Cantabrana y Cristian Parellada.
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.
María 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"], Íber (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.