How teachers teach, how students learn Doing history and opening windows

How teachers teach, how students learn Doing history and opening windows For the history teacher, the next 10 to 15 years will contain important elements of continuity, as well as interesting new opportunities. Much of today's information landscape will not be so much supplanted by new technology as supplemented by it. Some opportunities probably won't be pursued because of faculty conservatism and also because of considerable unevenness in the ability of different institutions to pay for parts of the new technology. Still, many history teachers will be confronting more information resources that are available for their and their students' work, in a much greater variety of formats. A history faculty member must become even more of a coordinator, helping to arrange his or her students' encounters with the resources they need to do history. This article is adapted from Teaching and Technology The Impact of Unlimited Information Access on Classroom Technology Ann Arbor Pierian Press, 1991 for information on the book, please see page 82. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Library Hi Tech Emerald Publishing

How teachers teach, how students learn Doing history and opening windows

Library Hi Tech, Volume 9 (3): 38 – Mar 1, 1991

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0737-8831
DOI
10.1108/eb047829
Publisher site
See Article on Publisher Site

Abstract

For the history teacher, the next 10 to 15 years will contain important elements of continuity, as well as interesting new opportunities. Much of today's information landscape will not be so much supplanted by new technology as supplemented by it. Some opportunities probably won't be pursued because of faculty conservatism and also because of considerable unevenness in the ability of different institutions to pay for parts of the new technology. Still, many history teachers will be confronting more information resources that are available for their and their students' work, in a much greater variety of formats. A history faculty member must become even more of a coordinator, helping to arrange his or her students' encounters with the resources they need to do history. This article is adapted from Teaching and Technology The Impact of Unlimited Information Access on Classroom Technology Ann Arbor Pierian Press, 1991 for information on the book, please see page 82.

Journal

Library Hi TechEmerald Publishing

Published: Mar 1, 1991

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