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History and ICT

History and ICT. Peter Mead. Objective. To look at and review the use of ICT in History teaching. Title: How life changed for the Jews between 1919 - 1939. Objectives: To find out how Jewish peoples experiences changed in Germany between 1919 and 1939.

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History and ICT

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  1. History and ICT Peter Mead

  2. Objective To look at and review the use of ICT in History teaching.

  3. Title: How life changed for the Jews between 1919 - 1939 Objectives: • To find out how Jewish peoples experiences changed in Germany between 1919 and 1939. • To learn about the different steps that Adolf Hitler took to influence people’s attitudes and feelings towards Jews.

  4. Instructions for the poster • As well as including a fantastic drawing of a Roman soldier make sure you include the following: • What a legionary would have to be like. • What they have to be able to do. • What they would gain by joining the army. PAGE 24

  5. Gloucester 16 : 44 Leicester!!!!

  6. Programme: • The Internet • Interactive Whiteboards / Projectors • A – Level • Conclusion

  7. “The most enthusiastic proponents of computers in recent years have been politicians and those selling new technology to schools.” (Haydn, 2003) • “From Kenneth Bakers’ commitment to provide a computer for every school in the 1980’s to Tony Blair’s pledge to connect all schools to the Internet, it is difficult to find examples of politicians expressing reservations about the value of computers in education.” (Haydn, 2003)

  8. “It can be salutary for teachers to look at all the resources which they have acquired, and think about what percentage of them have been fully explored and used. Given the pressures on teachers time, it is easy to think that in building up a pile of resources we are making progress, but most resources require an investment of time and thought to deploy most resources carefully.” (Haydn, 2003)

  9. Useful websites Students www.google.com www.2learn.ca/mapset/mapsethtml www.learningcurve.pro.gov.uk http://spartacus.schoolnet.co.uk www.activehistory.org http://schoolhistory.co.uk www.becta.org.uk www.pals.org.uk www.gladiatorschool.tv

  10. Useful websites Teachers www.uea.ac.uk/-m242/historypgce/time http://chss.montclair.edu/english/furr/vietnam.html www.bbc.co.uk www.learn.co.uk www.24hourmuseum.org.uk http://progov.uk www.ocr.org.uk www.aqa.org.uk www.edexel.co.uk www.history.org www.historytoday.com www.history.org/HTML/teachmag.htm www.britishpathe.com www.strs.co.uk

  11. “The drastic increase in the amount of historical information available to pupils demands different skills of them. Sifting and selecting, organising and classifying, prioritising and discarding, synthesising and marshalling information are high – order skills compared to simply accumulating information, and they are skills which will be more useful to them in life after school.” (Haydn, 2003)

  12. “We must use the Internet. There is no way out. The Internet is not a passing trend. Our young people will use it in their daily lives, no matter what they choose to do with them. And on the Internet, they will continue to confront interpretations and representations of history. All adults, no matter what they do with their lives, need to be able to see how and why the historical interpretations that bombard them were constructed, otherwise, they are prey to propaganda and manipulation, not to mention cynicism or a lack of regard for the truth.” (Haydn, 2003)

  13. “At school, history is often perceived as the most authoritarian of subjects (‘learn the three causes of the repeal of the Corn Laws’). The sixth former, flushed with success in advanced level history discovers at university a mind – blowing truth: historians disagree with one another.” (McAleavy, 2002)

  14. Still not on FaceBook but...

  15. Things to bear in mind... • Does it capture and maintain interest? • Interpret material clearly? • Encourage students to think critically? • Encourage students to relate to prior knowledge and experience? • Encourage students to question assumptions? • Communicate effectively? • Encourage students to think and learn more about the subject?

  16. Bibliography • Haydn, T. (2003) ‘Computers and history: Rhetoric, reality and lessons of the past’ in Haydn, T and Counsell, C (eds) History, ICT and Learning in the Secondary School. pp. 11 – 38. • Kyriaciou, C. (1997) Effective Teaching in Schools. • McAleavy, T.(2002) Interpretations of history (pp. 42 – 44) Past Forward: A Vision for School History 2002 – 2012. • National Qualifications Online http://www.itscotland.org.uk/nq/sharingpractice/sharingpracticeatoz/Chalkface.asp

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