Монография Реферат

This work was written to create and sustain a conversation among historians and history educators across the spectrum of computational expertise. Therefore, the chapters that follow are not for “techies”. 

“What Has Mystery Got to Do with It?” provides a cogent summary of the historical thinking literature, and especially the research on the use of primary source documents. It is also outlined how theoretical and methodological developments within the discipline of history have informed the research on the teaching and learning of history in schools. This chapter shows how playing with technology supports the development of the skills of historical practice, such as the assessment of primary documents with contradictory information. 

In “Why can’t you just tell us?” Learning Canadian History with the Virtual Historian,” the author highlights the ways in which the historical thinking scholarship informed the development of another online environment. 

In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited - many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). 

In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. Technologies should be used playfully because doing so helps people to think about the past in new ways; through the act of creating technologies, the understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, the book argues that one should play with technology in history because doing so enables people to see the past in new ways by helping to understand how history is created; honoring the roots of research, teaching, and technology development; requiring to model the thoughts; and then allowing to build own understanding.

The aim of research – to summarize the information about teaching and learning history using technology.

The tasks of the research:

1) to observe the possible ways of learning history with the Virtual Historian;

2) to analyze the interactive worlds;

3) to investigate the goals and challenges for a pervasive history game.

The object of research – teaching and learning history.

The material of research - Pastplay: teaching and learning history with technology. (ed. by Kevin Kee). – 2014. - 338 p. (5 chapters).

Recent years have witnessed an increasing amount of research in the field of history education. Educators were interested in teaching students to think scientifically, have turned their attention to what constitutes historical thinking. There is a number of factors involved in this renewed interest in history education. It is the decline of the general social studies movement in the wake of research-documenting students’ staggering historical ignorance about the origin and accomplishments of their own particular nation-state. Nationalism and patriotism have been the engines driving often-intense public discussions about the purpose of history education.

History researchers and educators alike are encouraging students to do their own “document analysis”— the interpretation of original historical or archaeological evidence from the past — as an important pillar of history education.

Many teachers and public historians have discovered that students are simply more interested in history, and seem to remember more of it for the final exam, when they can actively engage with original historical sources; because it keeps students busy, occupied, and apparently, learning, this approach is widely perceived to work as an educational strategy.

Researchers in the field of history education do not deny that students can be more engaged by working with primary documents, but their strong advocacy of teaching students to use primary documents in the history classroom is not related just to the immediate appeal that working with these documents provides to students. Rather, researchers and theorists in the field of history education tend to share a conviction, because history essentially is a dialogue among people about the interpretation of evidence left over from the past.

Students need to “do history” in order to understand history — that is, analyze and interpret primary historical documents.

History educators have long argued for more authentic forms of history teaching and learning. From the 19th century progressive historians have believed in a theory of school history anchored in teaching the discipline with inquiry. Meaningful and enduring understanding, from this perspective, is an active and continuous process of knowledge acquisition and (re)construction in light of students’ prior knowledge, understanding, and engagement with the discipline. In history education, several studies have documented the futility of storytelling and textbook-centered instruction on students’ historical learning. Instead, they have pointed to the necessity of engaging students actively in the heuristics of reading, sourcing, researching, and doing historical investigations.

Knowing history implies a complex and tentative dialogue with the past using the available evidence and tools of the discipline. Growing evidence suggests that the development of a community of inquiry can help develop expertise among novices. The process of asking meaningful questions, finding evidence, and drawing conclusions is known as inquiry. Teachers “can capitalize on children’s natural enthusiasm for learning by making their classrooms places where students explore important and meaningful questions”.

Equally challenging for the 21t century classrooms is the use of educational technologies. The author have argued elsewhere that rich technological open learning environments can support inquiry-based learning because of the types of resources and opportunities they offer to learners. With the development of the Internet and related applications, there has been a push in the last decade to infuse technology into the history curriculum. Digital open learning environments create more realistic, vivid engagements with history than what is currently available, and draw on and stimulate student development of expertise in history and new technologies.

Creating virtual worlds begins with the conversion of field data and archaeological and historical records into 3D computer models. Creating 3D objects usually requires some knowledge of CAD (computer-aided design). When CAD is used as a tool to create a digital object from drawings and field data, both aesthetic and practical concerns impact the final results. CAD models are representations, limited by the data, skill, and time available to a digital artist to translate historic documents into a 3D form. With greater acceptance of laser scanning over the last decade, archaeologists now have a tool for accurately creating 3D images of objects from the size of an arrowhead to the extent of a building or city. A major advantage of laser scanning is that measurements can be made off the 3D model without damaging the actual object, avoiding the impact that repeated measurements can have on fragile objects. 

One criticism of computer modeling in archaeology is that models are merely pretty pictures. With the availability of high performance, a researcher can answer questions about structures from the past. Using CAD and engineering design applications, it is possible to simulate the lighting conditions inside a space or test the behaviors of structures under snow and wind loads. Structural analyses of Thule whalebone houses verified the structural stability of proposed reconstructions.

With funding from the Virtual Museum Program in 2008, the researchers had the opportunity to create a virtual presence on the web to bring research on Arctic life to the public. The mission was to create a site in which visitors would have the opportunity to learn about the environment surrounding Thule life. The site would focus on building materials, domestic architecture, hunting, as well as sources of food and production of clothing. 

In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited — many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools. Because doing so helps to think about the past in new ways; through the act of creating technologies, the understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, the work argues that one should play with technology in history because doing so enables to see the past in new ways by helping to understand how history is created; honoring the roots of research, teaching, and technology development; requiring to model thoughts; and then allowing to build their own understanding.

History researchers and educators alike are encouraging students to do their own “document analysis”— the interpretation of original historical or archaeological evidence from the past — as an important pillar of history education.

History educators and professional historians now agree that understanding history means understanding the dialogical processes involved in interpreting evidence from the past in the context of what others have thought relevant.

Knowing history implies a complex and tentative dialogue with the past using the available evidence and tools of the discipline. Growing evidence suggests that the development of a community of inquiry can help develop expertise among novices.

The pedagogical shift in approaching technology in history appears to be even more necessary with students who have learning and language difficulties.

Teaching is a complex human activity that cannot be reduced to a set of pre-established pedagogical steps that invariably produce positive outcomes.