Abstract
New developments in technology and digital communications emerging in recent years have brought about revolutionary changes in the teaching of history. In addition to this, the COVID-19 pandemic has abruptly forced schools, and the field of education in general, to engage in the development of new teaching strategies delivered via digital tools. It is against this backdrop that this book seeks to explore the current centrality of digital learning tools and environments in both formal and informal history learning, and the diverse forms they take, including films, video games and other digital tools. The key promise of digital technologies resides in their ability to communicate historical facts in an engaging manner alongside, in some cases, enabling students to take a virtual role as a protagonist in historical processes. The risk is, however, that it may prove insufficient to simply optimize the available resources within schools and incorporate digital tools into teaching practices. Teachers and educationalists need to develop strategic thinking, awareness of the potential associated with technology, and the ability to envision and reflect on alternative narratives of the past. The editors of this book believe strongly in the crucial importance of creating new teaching resources which can support students in developing critical historical thinking skills. To this end, we have invited researchers from a diverse range of fields, including education, memory studies, historiography, cognitive psychology and computer science, to contribute to this book.
The work of this book has been supported by Projects RTI 2018–096,495-B-I00, MINECO-FEDER, (AEI, Spain) and PICT2019-02,477 (ANPCYT, Argentina), coordinated by the first author.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adesote, S. A., & Fatoki, O.R. (2013). The Role of ICT in the Teaching and Learning of History in the 21st Century. Educational Research and Reviews, 8(21), 2155–2159. Retrieved November 2, 2021, from https://www.learntechlib.org/p/153494/
Agnew, V. (2007). History’s affective turn: Historical reenactment and its work in the present. Rethinking History, 11(3), 299–312. https://doi.org/10.1080/13642520701353108
Anderson, B. (1983/1991). Imagined Communities (revised ed.). London and New.
Barreiro, A., Wainryb, C., & Carretero, M. (2017). Power struggles in the remembering of historical intergroup conflict: Hegemonic and counter-narratives about the Argentine “Conquest of the Desert”. In C. Psaltis, M. Carretero, & S. Čehajić-Clancy (Eds.), History education and conflict transformation (pp. 125–145). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-54681-0_5
Barton, K. C., & Levstik, L. (Ed.). (2004). Teaching history for the common good. Lawrence Erlbaum Associates, Inc.
Berger, S. (2012). De-nationalizing history teaching and nationalizing it differently! Some reflections on how to defuse the negative potential of national(ist) history teaching. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History education and the construction of national identities (pp. 33–47). Information Age Publishing.
Bermúdez, A. (2019). The normalization of political violence in history textbooks: Ten narrative keys. Dialogues on Historical Justice and Memory Network Working Paper Series, 15, 1–22.
Billig, M. (1995). Banal nationalism. Sage.
Burke, P. (2017). Illustrating national history. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 153–167). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_8
Butcher, K. R. (2014). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 174–205). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.010
Carretero, M. (2011). Constructing patriotism: Teaching history and memories in global worlds. Information Age Publishing.
Carretero, M. (2018). Historical consciousness and representations of national territories. What Trump´s and Berlin walls have in common? In A. Clark & C. Peck (Eds.)‚ Contemplating historical consciousness: Notes from the field (pp. 76–91). Bergham Books. https://doi.org/10.2307/j.ctvw04bhk.10
Carretero, M., & Bermudez, A. (2012). Constructing histories. In J. E. Valsiner (Ed.), Oxford handbook of culture and psychology (pp. 625–646). Oxford University Press.
Carretero, M., Berger, S., & Grever, M. (2017). Introduction: Historical cultures and education in transition. In M. Carretero, S. Berger, & M. Grever (Eds.) Palgrave handbook of research in historical culture and education (pp. 1–35). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_1
Carretero, M., Castorina, J. A., & Levinas, M. L. (2013). Conceptual change and historical narratives about the nation. A theoretical and empirical approach. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 269–287). Routledge.
Carretero, M. & Lee, P. M. (2014). History learning. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 587–604). Cambridge University Press.
Carretero, M., Jacott, L., & López-Manjon, A. (2002). Learning History through textbooks: Are Mexican and Spanish Children Taught the Same Story? Learning and Instruction, 12, 651–665. https://doi.org/10.1016/S0959-4752(01)00036-6
Carretero, M., & Pérez-Manjarrez, E. (2022). Learning history. In K. Sawyer (Ed.), Cambridge handbook of learning sciences (3rd ed., pp. 523–542). Cambridge University Press.
Carretero, M., Rodríguez Moneo, M., & Asensio, M. (2012). History education and the construction of national identity. In M. Carretero, M. Asensio, & M. Rodriguez-Moneo (Eds.), History education and the construction of national identities (pp. 1–14). Information Age Publishing.
Carretero, M., & Van Alphen, F. (2014). Do master narratives change among high school students? A characterization of how national history is represented. Cognition and Instruction, 32(3), 290–312. https://doi.org/10.1080/07370008.2014.919298
Carretero, M., Van Alphen, F., & Parellada, C. (2018). National identities in the making and alternative pathways of history education. In A. Rosa & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (2nd ed., pp. 424–442). Cambridge University Press. https://doi.org/10.1017/9781316662229.024
Chakrabarty, D. (1998). Minority Histories, Subaltern Pasts. Scrutiny2, 3(1), 4–15. https://doi.org/10.1080/18125441.1998.10877327
Chapman, A. (2016). Digital games as history: How videogames represent the past and offer access to historical practice. Routledge.
Clark, C. (2014, January 16). Echoes of 1914: Are today's conflicts a case of history repeating itself? The Guardian. https://www.theguardian.com/world/2014/jan/15/1914-conflicts-history-repeating-first-world-war
Clark, A., & Peck, C. L. (Eds.) (2018). Contemplating historical consciousness: Notes from the field (Vol. 36). Berghahn Books.
Cohen, D. J., & Rosenzweig, R. (2005). Doing digital history: A guide to presenting, preserving, and gathering the past on the web. University of Pennsylvania Press.
Council of Europe. (2001). Recommendations of the Committee of Ministers to member states on history teaching in twenty-first century Europe. Retrieved November 2, 2021, from https://search.coe.int/cm/Pages/result_details.aspx?
Dawes Duraisingh, L., Blair, S., & Aguiar, A. (2021). Learning about culture (s) via intercultural digital exchange: Opportunities, challenges, and grey areas. Intercultural Education, 32(3), 259–279.
De Groot, J. (2011). Consuming history: Historians and heritage in contemporary popular culture. Routledge.
Dessingué, A. (2020). Developing Critical Historical Consciousness: Re-thinking the Dynamics between History and Memory in History Education. Nordidactica – Journal of Humanities and Social Science Education, 10(2020:1), 1–17. http://hdl.handle.net/11250/2645533
Dozono, T. (2020). The passive voice of White supremacy: Tracing epistemic and discursive violence in world history curriculum. Review of Education, Pedagogy, and Cultural Studies, 42(1), 1–26. https://doi.org/10.1080/10714413.2020.1721261
Epstein, T. (2010). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. Routledge.
Erll, A. (2008). Literature, film, and the mediality of cultural memory. In A. Erll & A. Nünning (Eds.), Cultural memory studies: An international and interdisciplinary handbook (pp. 389–398). De Gruyter.
Fivush, R. (2010). Speaking silence: The social construction of silence in autobiographical and cultural narratives. Memory, 18(2), 88–98. https://doi.org/10.1080/09658210903029404
Foster, S. (2012). Re-thinking historical textbooks in a globalised world. In M. Carretero, M. Asensio, & M. Rodríguez-Moneo (Eds.), History education and the construction of national identities (pp. 49–62). Information Age Publishing.
Freedman, E. B. (2015). “What happened needs to be told”: Fostering critical historical reasoning in the classroom. Cognition and Instruction, 33(4), 357–398. https://doi.org/10.1080/07370008.2015.1101465
Ginzburg, C. (2014). Our words, and theirs: A reflection on the historian’s craft, today. Cromohs - Cyber Review of Modern Historiography, 18, 97–114. https://doi.org/10.13128/Cromohs-14122
Grever, M., & Adriaansen, R. J. (2019a). Historical consciousness: The enigma of different paradigms. Journal of Curriculum Studies, 51(6), 814–830. https://doi.org/10.1080/00220272.2019.1652937
Hammack, P. L. (2010). Identity as burden or benefit? Youth, historical narrative, and the legacy of political conflict. Human Development, 53(4), 173–201. https://doi.org/10.1159/000320045
Haydn, T. (2017). The impact of social media on History education: A view from England. Yesterday and Today, 17, 23–37.
Heller, A. (2006). European master narratives about freedom. In G. Delanty (Ed.), Handbook of contemporary European social theory (pp. 257–265). Routledge. https://doi.org/10.4324/9780203086476
Hogan, P. C. (2009). Understanding nationalism: On narrative, cognitive science, and identity. The Ohio State University Press.
Ikejiri, R., Oura, H., Fushikida, W., Anzai, Y., & Yamauchi, Y. (2018). Evaluating learning in the MOOC about the study of history. Educational Technology Research, 42, 138. https://doi.org/10.3200/JECE.40.3.227-261
Kahneman, D. (2011). Thinking, fast and slow. Basic Books.
Kansteiner, W. (2017). Film, the past, and a didactic dead end: From teaching history to teaching memory. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (169–190). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_9
Kingsepp, E. (2006). Immersive historicity in World War II digital games. Human IT: Journal for Information Technology Studies as a Human Science, 8(2).
László, J. (2008). The science of stories: An introduction to narrative psychology. Routledge.
Limón, M., & Carretero, M. (2000). Evidence evaluation and reasoning abilities in the domain of history: An empirical study. In: J. F. Voss and M. Carretero, M. (Eds.), Learning and reasoning in history (252–271). Routledge.
López, C., Carretero, M., & Rodríguez-Moneo, M. (2014). Telling a national narrative that is not your own. Does it facilitate disciplinary historical understanding? Culture and Psychology, 20(4), 547–571. https://doi.org/10.1177/1354067X14554156
Lowenthal, D. (2015). The heritage crusade and the spoils of history (2nd ed.). Cambridge University Press.
Luckin, R., Bligh, B., Manches, A., Ainsworth, S., Crook, C., & Noss, R. (2012). Decoding learning: the proof, promise and potential of digital education. NESTA.
MacMillan, M. (2011). The uses and abuses of history. Random House.
Macón, C., & Solana, M. (2015). Introducción [Introduction]. In C. Macón & M. Solana (Eds.), Pretérito indefinido: Afectos y emociones en las aproximaciones al pasado [Preterite indefinite: Affects and emotions in the approximations to the past] (pp. 11–37). Título.
Marcus, A. S., Metzger, S. A., Paxton, R. J., & Stoddard, J. D. (2018). Teaching history with film: Strategies for secondary social studies. Routledge. https://doi.org/10.4324/9781351137737
Marcus, A. S., & Stoddard, J. D. (2009). The inconvenient truth about teaching history with documentary film: Strategies for presenting multiple perspectives and teaching controversial issues. The Social Studies, 100(6), 279–284. https://doi.org/10.1080/00377990903283957
Metzger, S. A., & Paxton, R. J. (2016). Gaming history: A framework for what video games teach about the past. Theory & Research in Social Education, 44(4), 532–564. https://doi.org/10.1080/00933104.2016.1208596
Miles, J. (2019). Historical silences and the enduring power of counter storytelling. Curriculum Inquiry, 49(3), 253–259. https://doi.org/10.1080/03626784.2019.1633735
Nokes, J. (2017). Historical reading and writing in secondary school classrooms. In M. Carretero, S. Berger, & M. Grever (Eds.), Palgrave handbook of research in historical culture and education (pp. 553–571). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52908-4_29
Nordgren, K. (2017). Powerful knowledge, intercultural learning and history education. Journal of Curriculum Studies, 49(5), 663–682. https://doi.org/10.1080/00220272.2017.1320430
Parellada, C., Carretero, M., & Rodríguez-Moneo, M. (2021). Historical borders and maps as symbolic supports to master narratives and history education. Theory & Psychology, 31(5), 763–779. https://doi.org/10.1177/0959354320962220
Paul, H. (2015). Key issues in historical theory. Routledge.
Paxton, R. J., & Marcus, A. S. (2018). Film media in history teaching and learning. In S. A. Metzger & L. M. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 579–601). Wiley.
Peters, W. (2020). Film in history education: A review of the literature. The Social Studies, 111(6), 275–295. https://doi.org/10.1080/00377996.2020.1757598
Psaltis, C., Carretero, M., & Čehajić-Clancy, S. (2017). History education and conflict transformation. Springer International Publishing. https://doi.org/10.1007/978-3-319-54681-0
Retz, T. (2019). Limitaciones y posibilidades de la reconstrucción histórica [Limitations and possibilities of historical reconstruction]. Iber: Didáctica de las ciencias sociales, geografía e historia [Iber: Didactics of social sciences, geography and history], (97), 35–40.
Rodríguez-Moneo, M., & Lopez, C. (2017). Concept acquisition and conceptual change in history. In Palgrave Handbook of Research in Historical Culture and Education (pp. 469–490). Palgrave Macmillan.
Rollett, S. (2010). ‘Hi George. Let me ask my leading historians …’, deconstructing lazy analogies in Year 9. Teaching History, 139, 24–29.
Rosenstone, R. A. (1995). Visions of the past: The challenge of film to our idea of history. Harvard University Press.
Rüsen, J. (2004). Historical Consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63–85). University of Toronto Press.
Seefeldt, D., & Thomas, W. G. (2009). What is digital history? Perspectives on History, 47(5).
Seixas, P. (1993). Popular film and young people’s understanding of the history of Native American-White relations. The History Teacher, 26(3), 351–370. https://doi.org/10.2307/494666
Seixas, P. (Ed.). (2004). Theorizing historical consciousness. University of Toronto Press.
Seixas, P. (2017). Historical consciousness and historical thinking. In Palgrave handbook of research in historical culture and education (pp. 59–72). Palgrave Macmillan.
Smeekes, A.N. (2014). The presence of the past. Historical rooting of national identity and current group dynamics. Doctoral dissertation, Utrecht University.
Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550
Van Alphen, F., & Carretero, M. (2015). The construction of the relation between national past and present in the appropriation of historical master narratives. Integrative Psychological and Behavioral Science, 49(3), 512–530.
Van Boxtel, C., & van Drie, J. (2017). Engaging students in historical reasoning: The need for dialogic history education. In Palgrave handbook of research in historical culture and education (pp. 573–589). Palgrave Macmillan.
Van Straaten, D., Wilschut, A., & Oostdam, R. (2015). Making history relevant to students by connecting past, present and future: A framework for research. Journal of Curriculum Studies, 48(4), 479–502. https://doi.org/10.1080/00220272.2015.1089938
Vickery, A. & Salinas, C. (2019). “I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens. Curriculum Inquiry, 49(3), 260–283. https://doi.org/10.1080/03626784.2019.1614878
Wainwright, A. M. (2019). Virtual history: How videogames portray the past. Routledge.
Wertsch, J. (2002). Voices of collective remembering. Cambridge University Press.
Wertsch, J. V. (2018). National memory and where to find it. In B. Wagoner (Ed.), Handbook of culture and memory (pp. 259–283). Cambridge University Press.
Wineburg, S. (2001). Historical Thinking and Other Unnatural Acts. Temple University Press.
Wineburg, S. (2018). Why learn history (when it’s already on your phone). University of Chicago Press.
Wineburg, S. S., Martin, D., & Monte-Sano, C. (2012). Reading like a historian: Teaching literacy in middle and high school history classrooms. Teachers College Press.
Wineburg, S. S., Mosborg, S., & Porat, D. (2001). What can Forrest Gump tell us about students’ historical understanding? Social Education, 65(1), 55–58.
Wright‐Maley, C., Lee, J. & Friedman, A. (2018). Digital simulations and games in history education. In S. A. Metzger, & L. M. A. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 603–629). Wiley.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Carretero, M., Rodriguez-Moneo, M., Cantabrana, M., Parellada, C. (2022). History Education in the Digital Age. In: Carretero, M., Cantabrana, M., Parellada, C. (eds) History Education in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-031-10743-6_1
Download citation
DOI: https://doi.org/10.1007/978-3-031-10743-6_1
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-10742-9
Online ISBN: 978-3-031-10743-6
eBook Packages: EducationEducation (R0)