ERIC Number: ED428011
Record Type: RIE
Publication Date: 1998-May-1
Teaching, Technology, and History: Reaching the Past from the Modern World.
Cabot, Raymond H.
Based on the premise that technology can assist teachers in bringing about student learning about the past, this paper contends that technology must be integrated into the curriculum (in this case, the history curriculum) as a whole and it must complement the philosophy and the practice of the teacher. The paper is divided into sections: (1) Technology and Teaching; (2) Technology and History; and (3) United States History at Peddie--A Curricular Model. The Technology and History section of the paper identifies three broad areas of concentration in which educational technology can be most effective for high school history students: research, presentation, and communication. Each of these components is discussed in some detail, and these three elements form the core of the sample curriculum at the Peddie School (an independent, coeducational boarding school located in Hightstown, New Jersey) suggested in the third part of the paper. Contains 22 references. Five appendices are attached: Appendix A: Internet Search Exercise: Christine's Genealogy Website; Appendix B: Internet Search Exercise: The Valley of the Shadow Website; Appendix C: Electronic Note Cards--Peddie History Department; Appendix D: The Principio Project, sample student Slavery Scrapbook; and Appendix E: Advanced Placement US History Syllabus, Fall 1998. (BT)
Descriptors: Class Activities, Computer Mediated Communication, Computer Uses in Education, Curriculum Development, Educational Technology, High Schools, History Instruction, Internet, Learning Activities, Models, Social Studies, Student Projects, Teacher Role, Technology Integration, United States History
Publication Type: Guides - Classroom - Teacher; Reports - General
Education Level: N/A
Authoring Institution: Columbia Univ., New York, NY. Esther A. and Joseph Klingenstein Center for Independent School Education.
Note: Project in partial fulfillment of the Esther A. and Joseph Klingenstein Fellow Program, Teachers College, Columbia University.