Embedding ICT in the History Curriculum - PowerPoint PPT Presentation

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Embedding ICT in the History Curriculum

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  1. Embedding ICT in the History Curriculum An overview of good practice in secondary schools Ben Walsh ben@bwalsh.uk.com

  2. We really are only at the start of embedding ICT in History (BECTA 2005)

  3. Lots of reasons to take a positive view • Great work being done by students • Lots of pioneering work by dedicated enthusiasts (see today’s programme) • Many excellent resources … • Learning Curve • Learn.co.uk • British Pathe (www.britishpathe.com) • Burnt Cakes (www.burntcakes.com) • Schoolhistory.co.uk ‘family’ • Whiteboards and a range of software ‘tools’ • … which are relatively easy to integrate

  4. Caveats and concerns • Regular and meaningful access to ICT • Reliability of computers, networks etc • Training • All valid concerns, but definitely not reasons to give up

  5. History and ICT: Cautious optimism? • Continuing investment in ICT: hardware, ELCs • Falling prices: projectors, whiteboards, the first $100 laptop • Genuine government commitment to embedding • DFES ICT in Schools Unit • ICTAC • Historical Association / BECTA joint History teacher and ICT Co-ordinator conference

  6. So what about good practice? (1) • There is plenty of good practice in History without ICT • The best practice comes when using ICT gives us something extra in our History • We need to flag up History’s potential to help build progression in ICT through: • fascinating contexts • challenging tasks

  7. So what about good practice? (2) • Engaging with the ICT agenda means some big questions: • Do we know enough about what ICT can do for us? • Do we always make the most of all of the possibilities which ICT offers? • How do we sell GCSE History to the student who likes it but wants to be a web designer and can’t see its relevance?

  8. Making the most of ICT 1 • Do we use the word processor for appearance? Could we do more? • Are we exploiting the unique features of the Internet? • Its downsides: Martin Luther King • Content not accessible anywhere else: Dunkirk • Do historians really not do numbers? • Popular interpretations • Statistics and media literacy

  9. Making the most of ICT 2 • Do presentations challenge students to consider: • value of specific software tools - vocational links • issues of purpose and audience • Do we have the support, equipment and training to address these issues? • The rest of today seems like a good start!