Teaching History in the Digital Classroom

Η Ένταξη Της Πολυπρισματικότητας Στο Μάθημα Της Ιστορίας

“…Η καλλιέργεια της ιστορικής σκέψης θεωρείται ως αναγκαία και ικανή συνθήκη: α) για τη μετατόπιση του μαθήματος της ιστορίας από τις πρακτικές απομνημόνευσης ιστορικών πληροφοριών, χρονολογιών και γεγονότων που οδηγούν στη διαμόρφωση μονοδιάστατων αφηγημάτων (Jenkins,1991), β) για την απαγκίστρωση του μαθήματος της ιστορίας από τις δασκαλοκεντρικές στρατηγικές που αναγκάζουν τους μαθητές και τις μαθήτριες σε παθητική συμμετοχή και αποδοχή μιας μονόπλευρης ιστορικής αφήγησης που βασίζεται σε μια ακολουθία «σημαντικών γεγονότων και προσωπικοτήτων (Seixas, 2001;Wineburg, 1991). Οι πρακτικές που προτείνονται από θεωρητικούς και εκπαιδευτικούς για την καλλιέργεια της ιστορικής σκέψης θεωρείται ότι μπορούν να προωθήσουν την κριτική προσέγγιση του παρελθόντος, να εμπλέξουν τους μαθητές και τις μαθήτριες σε μεθόδους που είναι ικανές να τους οδηγήσουν σε πολλαπλές εναλλακτικές απόψεις και συμπεράσματα (Bergmann, 2000;Cantu and Warren, 2003;Seixas, 1994;Wineburg, 1991).…”

Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

“…He goes on to note that the entire process is reinforced with tests that measure the ability of students to recall factual information rather than enhancing the skills of inquiry, questioning, and interpretation. Cantu and Warren (2003) conducted a study to find out how receptive history teachers were to using authentic historical instruction. They concluded that the problem with history teaching has much to do with how teachers were trained in college.…”

“…Furthermore, they found in their study that adopting more active approaches involving student discussion and complex writing activities not only increases student understanding but is related to better results. In another study conducted by Cantu and Warren (2003) concerning authentic historical instruction, they found that teachers failed to engage students in understanding different historical interpretationsthey simply taught 'the facts'. The authors found that teachers' receptiveness to adopt more vigorous authentic approaches to the teaching of history was due largely to their background, interest and preparation in history.…”

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

“…Both sets of standards stipulate that social studies content should be taught chronologically and thematically. Further, social studies content should be presented to students in units with a unified them or big idea (Cantu & Warren, 2003;Florida Department of Education, 2008;NCSS, 1992;Nokes, 2008). Additionally, the decision to use vocabulary-matching items and fill-in-the-blank items on tests was based on the need to keep the test style consistent with the type of items the participants experienced using the Quizlet App's match and learn modes.…”

“…This may be challenging for students with SLD because they often struggle with complex expository structures such as cause and effect relationships, sequence of events, and problem-solution relationships (Gersten et al, 2001). Also, a spiral, thematic curriculum is often used to teach history content, wherein key concepts are introduced in lower grades and are revisited and expanded upon in later grades (Bruner, 1960;Cantu & Warren, 2003;Johnson, 2010;NCSS, 1992). Lack of mastery and/or lack of exposure to concepts, content, and academic vocabulary may impede students' access to learning new content information (Snow, Lawrence, & White, 2009;Townsend, Filippini, Collins, & Biancarosa, 2012).…”