The use of information and communications technology in history teaching in secondary schools in England and Wales 1970-2003
The thesis considers the ways in which developments in Information and Communications Technology (ICT) have impacted on history teachers' practice in secondary school history in England and Wales since the introduction of computers into schools in the early 1970s. This is done by examining the historical record relating to the use of ICT in secondary history, and by empirical investigations conducted between 1995 and 2003. The empirical element of the thesis explores the perspectives of history teachers and history trainee teachers on the use of ICT in secondary history, using questionnaire and interview survey approaches. The first chapter establishes the purposes, rationale and focus of the thesis. Key terms and concepts are defined and relevant literature reviewed. The research approach is justified and key questions outlined. The second chapter places the study in the context of the impact of ICT on education more generally by exploring historical perspectives on the use of ICT in secondary education in England and Wales. The chapter demonstrates that there are 'different stories' about the role which ICT has played in secondary schools and differing views about the potential of ICT for enhancing educational
Haydn, Terence Anthony
The use of information and communications technology in history teaching in secondary schools in England and Wales 1970-2003. The thesis considers the ways in which developments in Information and Communications Technology (ICT) have impacted on history teachers' practice in secondary school history in England and Wales since the introduction of computers into schools in the early 1970s. This is done by examining the historical record relating to the use of ICT in secondary history, and by empirical investigations conducted between 1995 and 2003. The empirical element of the thesis explores the perspectives of history teachers and history trainee teachers on the use of ICT in secondary history, using questionnaire and interview survey approaches. The first chapter establishes the purposes, rationale and focus of the thesis. Key terms and concepts are defined and relevant literature reviewed. The research approach is justified and key questions outlined. The second chapter places the study in the context of the impact of ICT on education more generally by exploring historical perspectives on the use of ICT in secondary education in England and Wales. The chapter demonstrates that there are 'different stories' about the role which ICT has played in secondary schools and differing views about the potential of ICT for enhancing educational
use information communication technology history_teach secondary_school england_wales considers_way development information technology ict impact history_teacher practice secondary_school history england_wales since introduction computer school examine historical_record relating use ict secondary history empirical_investigation conduct empirical element explore perspectives history_teacher history trainee teacher use ict secondary history use_questionnaire interview survey approach first_establish purpose rationale focus_thesis key term concept define relevant_literature review justified key_question outline second place study context impact ict education generally explore historical_perspective use ict secondary_education england_wales demonstrate different_story role ict play secondary_school differ view potential ict enhance educational