How should student history teachers be trained to make most effective use of new technology in their teaching? Lessons learned from the English experience

The chapter traces developments in the ways in which history student teachers have been inducted into the use of new technology in history teaching in recent years in England. In addition to the use of case study and action research, there is an element of ‘historical perspectives’ (Aldrich, 2005) in the narrative of the chapter, given the rapid changes in the evolution of educational technology over the past two decades. In the last section, some conclusions are drawn, with a focus on some of the ways forward which seem to have been effective in enabling history student teachers to make good use of new technology in their teaching. Consideration is also given to some of the mistakes and misjudgements which have been made in this area, in the hope that this may enable others to avoid some of these errors. Although the chapter draws on evidence and practice from England, the ‘lessons learned’ may have relevance to the training of history teachers in other countries