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History education in the digital age

Record Type:	Electronic resources : Monograph/item
Title/Author:	History education in the digital ageedited by Mario Carretero, Maria Cantabrana, Cristian Parellada.
other author:	Carretero, Mario.
Published:	Cham :Springer International Publishing :2022.
Description:	vi, 234 p. :ill. (chiefly color), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	HistoryStudy and teaching.
Online resource:	https://doi.org/10.1007/978-3-031-10743-6
ISBN:	9783031107436$q(electronic bk.)

History education in the digital age
History education in the digital age[electronic resource] /edited by Mario Carretero, Maria Cantabrana, Cristian Parellada. - Cham :Springer International Publishing :2022. - vi, 234 p. :ill. (chiefly color), digital ;24 cm.

1. History education and the challenges of digital media -- 2. Historical thinking and digital practices -- 3. Challenges of Historical Thinking in the Digital Age -- 4. Identity building and historical sense-making in the history classroom -- A matrix for empowering historical thinking? -- 5. Managing Instructional Interactions in History Education: The Big History Project.

This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films. Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book's cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.

ISBN: 9783031107436$q(electronic bk.)

Standard No.: 10.1007/978-3-031-10743-6doiSubjects--Topical Terms:

479056
History
--Study and teaching.

LC Class. No.: D16.25 / .H57 2022

Dewey Class. No.: 907.1

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300 $a vi, 234 p. : $b ill. (chiefly color), digital ; $c 24 cm.
505 0 $a 1. History education and the challenges of digital media -- 2. Historical thinking and digital practices -- 3. Challenges of Historical Thinking in the Digital Age -- 4. Identity building and historical sense-making in the history classroom -- A matrix for empowering historical thinking? -- 5. Managing Instructional Interactions in History Education: The Big History Project.
520 $a This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films. Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book's cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
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