38/38pt heading for Intro Embedding ICT in History at KS3 How can ICT be used to improve pupils’ historical thinking? Geraint Brown AST, Cottenham Village College, Cambridgeshire

38/38pt heading for Intro What can ICT offer those learning history? High quality ICT use is dependent on our own clarity about the kind of historical thinking and historical knowledge we want to develop in pupils. Christine Counsell History, ICT and Learning in the Secondary School (2003) “ ”

What can ICT offer those learning history? –What historical learning are we focusing on and how will ICT add value and enhance this? –What will the pupils (rather than teachers) be doing with the ICT and how does this relate to the history learning focus? –How will the ICT be embedded in the planning context – the enquiry question, the concepts and the knowledge.

How is ICT enhancing history learning at CVC? –Data-projectors and interactive whiteboards in the classroom have helped to enhance the teaching and learning of source analysis skills. Y8 analyse paintings about the Reformation

How is ICT enhancing history learning at CVC? –Word-processing has enhanced pupils’ ability to handle information in order to analyse, explain and evaluate by annotating, organising, discarding, redrafting, etc. Y9 pupils annotate and organise their evidential explanations

How is ICT enhancing history learning at CVC? –Websites have given us wider scope for the critical examination of interpretations of history Analysing interpretations of Oliver Cromwell in Y8

How is ICT enhancing history learning at CVC? –Databases have enabled pupils to search for patterns more efficiently, compare local and national trends and test hypotheses about change, diversity or significance, for example. Y8 database examining the punishment of slaves

38/38pt heading for Intro How can the use of databases promote rigorous thinking in the history classroom? Because of the volume of data that a database can store, and the sophistication of its manipulation tools, pupils can be taught to look for worthwhile patterns, to frame hypotheses about ‘big stories’, to question accepted pictures of the long-term view and to place interesting little details and stories into broader historical contexts that they have set up and tested for themselves. Dave Martin History, ICT and Learning in the Secondary School (2003) “ ”

How can the use of databases promote rigorous thinking in the history classroom? Was WWI The GREAT War for local people?

–Focus upon historical thinking and learning –Consider how the ICT will enhance this –Position the ICT most effectively within the enquiry – build it in don’t bolt it on. –Analyse how it builds on previous work and prepares for future work of a similar nature (i.e. progression) Embedding ICT in history lessons effectively

38/38pt heading for Intro Embedding ICT in History at KS3 How can ICT be used to improve pupils’ historical thinking? Geraint Brown AST, Cottenham Village College, Cambridgeshire