For better or worse? The marriage of the web and classroom

Journal of the Association for History and Computing

Volumn 3, Issue 2, 2000, Pages

  Kelly, Mills ^a  

^a TEXAS TECH UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

AMERICAN ASSOCIATION OF HISTORY AND COMPUTING; COGNITIVE PROCESSES; EDUCATIONAL INSTITUTIONS;

COGNITIVE SYSTEMS; ELECTRONIC MAIL; INFORMATION DISSEMINATION; SOCIETIES AND INSTITUTIONS; STUDENTS; TEACHING; WORLD WIDE WEB;

COMPUTER AIDED INSTRUCTION;

EID: 3042572199     PISSN: 19375905     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (32)

1. The project described in this paper has been made possible by the generous support of the Carnegie Foundation for the Advancement of Teaching and also of Texas Tech University. I would also like to thank my colleagues in the Carnegie Scholars program, most of whom contributed in important ways to shaping my thinking about this project.
2. A useful overview of how the historical profession itself is being changed by the new technologies is Stanley N. Katz, "A Computer is Not a Typewriter, or Getting Right with Information Technology in the Humanities," Lecture in the Digital Directions Speakers Series, University of Virginia, 4 February 1999. www.wws.princeton.edu/~snkatz/papers/uvatlk.html
3. Dennis Trinkle, "History and the Computer Revolutions. A Survey of Current Practices." Journal of the Association for History and Computing, II/1, April 1999, p. 2.
4. Greenfield On-line Pulsefinder On-Campus Market Study, Westport, CT (July 8, 1999), www.greenfieldcentral.com
5. Quoted in Todd Oppenheimer, "The Computer Delusion," Atlantic Monthly, July 1997, p. 1. www.theatlantic.com/issues/97jul/computer.htm
6. Sven Birkerts, The Gutenberg Elegies. The Fate of Reading in an Electronic Age, (New York: Fawcett Columbine, 1994), pp. 3-4. Among Postman's many works dealing with these questions, his The End of Education: Redefining the Value of School, (New York: Vintage Books, 1996) is probably the best example.
7. Sven Birkerts, The Gutenberg Elegies. The Fate of Reading in an Electronic Age, (New York: Fawcett Columbine, 1994), pp. 3-4. Among Postman's many works dealing with these questions, his The End of Education: Redefining the Value of School, (New York: Vintage Books, 1996) is probably the best example.
8. An excellent overview of the arguments for and against using technology in teaching history is Graeme Davison, "History and Hypertext," The Electronic Journal of Australian and New Zealand History, August 1997, www.icu.edu.au/aff/history/elehist/davison.htm
9. George P. Landow, Hypertext 2.0, (Baltimore: Johns Hopkins University Press, 1997), especially pp. 219-66. See also: Jay David Bolter, Writing space: the computer, hypertext, and the history of writing, (Hillsdale, N.J.: L. Erlbaum Associates, 1991) and by Bolter and Richard Grusin Remediation: understanding new media, (Cambridge, Mass.: MIT Press, 1999)
10. George P. Landow, Hypertext 2.0, (Baltimore: Johns Hopkins University Press, 1997), especially pp. 219-66. See also: Jay David Bolter, Writing space: the computer, hypertext, and the history of writing, (Hillsdale, N.J.: L. Erlbaum Associates, 1991) and by Bolter and Richard Grusin Remediation: understanding new media, (Cambridge, Mass.: MIT Press, 1999)
11. George P. Landow, Hypertext 2.0, (Baltimore: Johns Hopkins University Press, 1997), especially pp. 219-66. See also: Jay David Bolter, Writing space: the computer, hypertext, and the history of writing, (Hillsdale, N.J.: L. Erlbaum Associates, 1991) and by Bolter and Richard Grusin Remediation: understanding new media, (Cambridge, Mass.: MIT Press, 1999)
12. Samuel S. Wineburg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999, p. 491. Other works by Wineburg on this subject include: "Models of Wisdom in the Teaching of History," Phi Delta Kappan, September 1998, pp. 50-58; "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science, 22/3, 1998, pp. 319-46; [with Janice E. Fournier] "Picturing the Past: Gender Differences in the Depiction of Historical Figures," American Journal of Education, 105, February 1997, pp. 160-85; and "Probing the Depths of Students' Historical Knowledge," Perspectives, 30/3, 1992, pp. 19-24.
13. Samuel S. Wineburg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999, p. 491. Other works by Wineburg on this subject include: "Models of Wisdom in the Teaching of History," Phi Delta Kappan, September 1998, pp. 50-58; "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science, 22/3, 1998, pp. 319-46; [with Janice E. Fournier] "Picturing the Past: Gender Differences in the Depiction of Historical Figures," American Journal of Education, 105, February 1997, pp. 160-85; and "Probing the Depths of Students' Historical Knowledge," Perspectives, 30/3, 1992, pp. 19-24.
14. Samuel S. Wineburg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999, p. 491. Other works by Wineburg on this subject include: "Models of Wisdom in the Teaching of History," Phi Delta Kappan, September 1998, pp. 50-58; "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science, 22/3, 1998, pp. 319-46; [with Janice E. Fournier] "Picturing the Past: Gender Differences in the Depiction of Historical Figures," American Journal of Education, 105, February 1997, pp. 160-85; and "Probing the Depths of Students' Historical Knowledge," Perspectives, 30/3, 1992, pp. 19-24.
15. Samuel S. Wineburg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999, p. 491. Other works by Wineburg on this subject include: "Models of Wisdom in the Teaching of History," Phi Delta Kappan, September 1998, pp. 50-58; "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science, 22/3, 1998, pp. 319-46; [with Janice E. Fournier] "Picturing the Past: Gender Differences in the Depiction of Historical Figures," American Journal of Education, 105, February 1997, pp. 160-85; and "Probing the Depths of Students' Historical Knowledge," Perspectives, 30/3, 1992, pp. 19-24.
16. Samuel S. Wineburg, "Historical Thinking and Other Unnatural Acts," Phi Delta Kappan, March 1999, p. 491. Other works by Wineburg on this subject include: "Models of Wisdom in the Teaching of History," Phi Delta Kappan, September 1998, pp. 50-58; "Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts," Cognitive Science, 22/3, 1998, pp. 319-46; [with Janice E. Fournier] "Picturing the Past: Gender Differences in the Depiction of Historical Figures," American Journal of Education, 105, February 1997, pp. 160-85; and "Probing the Depths of Students' Historical Knowledge," Perspectives, 30/3, 1992, pp. 19-24.
17. Howard Gardner, "Educating the Unschooled Mind," The Science and Public Policy Seminar Series, American Educational Research Association, May 14, 1993, p. 5. Gardner's larger works on this subject include The Unschooled Mind, (New York: Basic Books, 1991) and The Disciplined Mind, (New York: Simon and Schuster, 1999).
18. Howard Gardner, "Educating the Unschooled Mind," The Science and Public Policy Seminar Series, American Educational Research Association, May 14, 1993, p. 5. Gardner's larger works on this subject include The Unschooled Mind, (New York: Basic Books, 1991) and The Disciplined Mind, (New York: Simon and Schuster, 1999).
19. Howard Gardner, "Educating the Unschooled Mind," The Science and Public Policy Seminar Series, American Educational Research Association, May 14, 1993, p. 5. Gardner's larger works on this subject include The Unschooled Mind, (New York: Basic Books, 1991) and The Disciplined Mind, (New York: Simon and Schuster, 1999).
20. Wineburg, "Historical Thinking," p. 492.
21. The relevant URLs for my website and one created by students in a course of mine are:http://www2.tltc.ttu.edu/kelly and www2.tltc.ttu.edu/kelly/czyuweb/ index.html.
22. On the use of hypermedia in undergraduate history classes, see the entire February 1998 and February 1999 issues of Perspectives. Particularly relevant for this paper are: Charles T. Evans and Robert Brown, "Teaching the History Survey Course using Multimedia Techniques,"Perspectives, February 1998, www.theaha.org/perspectives/issues/1998/9802/9802TEC.CFM; and Patricia Seed, "Teaching History With the Web: Two Approaches, Perspectives, February 1998, www.theaha.ora/perspectives/issues/1998/9802/9802TEC2.CFM. On teaching for understanding, see Grant Wiggins and Jay MCTighe, Understanding by Design, (Alexandria, Virginia: Association for Supervision and Curriculum Development, 1998).
23. On the use of hypermedia in undergraduate history classes, see the entire February 1998 and February 1999 issues of Perspectives. Particularly relevant for this paper are: Charles T. Evans and Robert Brown, "Teaching the History Survey Course using Multimedia Techniques,"Perspectives, February 1998, www.theaha.org/perspectives/issues/1998/9802/9802TEC.CFM; and Patricia Seed, "Teaching History With the Web: Two Approaches, Perspectives, February 1998, www.theaha.ora/perspectives/issues/1998/9802/9802TEC2.CFM. On teaching for understanding, see Grant Wiggins and Jay MCTighe, Understanding by Design, (Alexandria, Virginia: Association for Supervision and Curriculum Development, 1998).
24. On the use of hypermedia in undergraduate history classes, see the entire February 1998 and February 1999 issues of Perspectives. Particularly relevant for this paper are: Charles T. Evans and Robert Brown, "Teaching the History Survey Course using Multimedia Techniques,"Perspectives, February 1998, www.theaha.org/perspectives/issues/1998/9802/9802TEC.CFM; and Patricia Seed, "Teaching History With the Web: Two Approaches, Perspectives, February 1998, www.theaha.ora/perspectives/issues/1998/9802/9802TEC2.CFM. On teaching for understanding, see Grant Wiggins and Jay MCTighe, Understanding by Design, (Alexandria, Virginia: Association for Supervision and Curriculum Development, 1998).
25. On.classroom research and how it differs from conventional educational research, see K. Patricia Cross, "Classroom Research: Implementing the Scholarship of Teaching," New Directions for Teaching and Learning, 75, 1998.
26. Two essays which consider the history of this question are Gilbert Allerdyce, "The Rise and Fall of the Western Civilization Course," American Historical Review 87 (June 1982): 695-725 and Daniel A Siegal, "'Western Civ' and the Staging of History in American Higher Education," American Historical Review, 105 (June 2000): 770-805.
27. Two essays which consider the history of this question are Gilbert Allerdyce, "The Rise and Fall of the Western Civilization Course," American Historical Review 87 (June 1982): 695-725 and Daniel A Siegal, "'Western Civ' and the Staging of History in American Higher Education," American Historical Review, 105 (June 2000): 770-805.
28. This particular list is part of competencies comes from a longer list in use at Temple University. For another view of competencies that students should acquire in an introductory history course, see Tim Keirn, "Starting Small: The Creation of a Year Fourteen History Standard," Organization of American Historians Newsletter, (November 1999), pp. 9-10. Thanks to Bill Cutler of Temple University for calling my attention to both his department's approach to competencies and to the Keirn article.
29. On the differences between course portfolios and teaching portfolios, see Pat Hutchings, ed., The Course Portfolio, (Washington: AAHE, 1998)
30. The response rate to these end of semester surveys was just over 80%.
31. The relevant URLs are: http://www.ushmm.org/index.html for the Holocaust Museum and http://www.marxists.org for the Marx-Engels Internet Archive.
32. One approach to teaching students how to evaluate websites is described in Laura L. Phillips, "Student Evaluation of Internet Sites, AAASS NewsNet, November 1999, p. 9.