“Computer-based technologies can be powerful pedagogical tools – not just rich sources of information, but extensions of human capabilities and contexts for social interactions.”
(Bransford, National Research Council . Committee on Learning,
Educational, & National Research Council . Committee on Developments in the
Science of, 2000, p. 230)
The Australian Curriculum History aims for students to develop the capacity to undertake historical inquiry through the use of a range of sources to research and analyse historical information and in turn explain and communicate their findings(ACARA, 2012b). In doing this, students develop and demonstrate ICT capabilities through learning to effectively and appropriately access, create and communicate information and ideas, solve problems and work collaboratively(ACARA, 2012a).
When engaging in history inquiry in the digital classroom students
and teachers:
- Make the most of the technologies available;
- Adapt to new and changing technologies;
- Limit risk to self and others in a digital environment.
ICTs Capabilities are developed by students when they are
locating, processing, analysing and communicating historical information. Using
Web 2.0 tools they do this by:
- Using digital sources to access and analyse information in a critical and ethical manner;
- Communicating and presenting their learning in a digital form;
- Collaborating through online discussion or debate to construct or consolidate knowledge.
(ACARA, 2012a
)
)
"Not all technologies foster engaging and cognitively rich information processing and networking. Technology by itself will not empower learners. Innovative pedagogy is required."
(Bonk, 2009;
O'Connell & Groom, 2010, p. 12)
Inquiry based History units using ICT should be designed to
include thinking, planning and reflecting outside of the classroom and thinking
and doing in the classroom. Teachers need to make the best use of technologies
available to them for the benefit of their learners, incorporating ICTs
securely and effectively into their practice and developing their pedagogic
repertoire. (Sutherland, Robertson, John, & Ebooks, 2009)
A plethora of Web 2.0 tools are available for engaging students in all stages of an inquiry process for history learning. When selecting appropriate online tools for the inquiry process, teachers need to experiment with them to imagine and critically evaluate their potential for learning in a particular situation or context.(Sutherland, et al., 2009).
"Learning in a Web 2.0 connected world does not
mean learning hundreds of new applications.
Rather, it means selecting a set of digital tools within a learning
framework that can be consistently supported, maintained and applied to the
pedagogy of teaching."
(O'Connell
& Groom, 2010, p. 2)
