History for the Future: What Future for History?

National History Teachers Association Conference

2014jillmargerison@drjmargerisonjill.margerison@tss.qld.edu.au

Big Data and Web 3.0The History textbooks ‘replaced’ by a ream of Internet data and content provided via any presenter on a You Tube, Teacher Tube, Vimeo channel

What future for (history) teaching?

Unprecedented age in education?

Age of distraction, Age of personalisationAge of overwhelming data, Age for discerning choices

How are we developing Historical Literacy in the 21st

Century?

1 making2 sharing3 sorting

4 listening

History teaching as “making”and representing viewpoints, events and recreating the past to help understand the present and make predictions for the future

History teaching as “sharing stories”

with a wider audience and in so doing making connections

History teaching as sorting and sifting through the data; gathering and analysing the evidence

History teaching as listening

to multiple narratives and the open-endedness of stories

Curious about engagement with history

in a digital world?

“Children don’t get ideas, they make ideas ... better learning will not come from finding better ways for the teacher to instruct but from giving the learner

better opportunities to construct.” Seymour Papert Maker Culture

Year 8 ... Making HistoryHistorical Fiction powerful teaching/learning strategy - it personalised history because it evoked emotional response

In this sense we asked students to also think about the ‘space’ they were using to connect with the historical novel to enhance their metacognition

‘space’ individualphysicalvirtualgroup

creativecollaborative

conversational

Students made websites using

Re-Making History Creatively Together

History and the Electronic Portfolio

All Quiet on Western Front

Historical Fiction to promote strong engagement with period“walking in shoes” of particular character

Year 10 History as Sharing Stories

Migrant Experiences Australian Curriculum History

Asked students to research a successful Australian migrant and write a script and create short video to tell their story

History teaching as sorting

Actively teaching how to research so students don’t get distracted or lost ....

How are your students thinking about sources?

When sourcing articles in Google do they use country codes eg site:sy arab spring

site:ir site:fr site:eg site:tn arab spring

filetype:PPT

And by who?

Are students looking to see what has been made?

Define:

not newsnot blogs

add a - sign

History as Listening to Others1. Use of discussion forums to gauge

if we are listening and interacting to develop a conversation

2. Use of programs like Edpuzzle and Zaption to gauge whether we are really listening and making meaning

https://edpuzzle.com/media/541ffb12e365772327de1cb93. set timer to make sure we get a

chance to talk?

Constructivist Approaches

1. Getting students constructing meaning with different spaces - physical and outdoors, introspective and conversational, digital and face to face

2. Participatory environment with instant feedback3. Helping maintain a sense of narrative and inquiry

that connects the past, present and future4. Getting students to engage through making, re-

creating and publishing work

John Kennedy parallax screens for learning and teaching

The Future