Technically Speaking: Information & Communication Technologies in the History Classroom

This research project explored the use of Information and Communication Technologies (ICTs) as a pedagogical tool within the Greater Toronto Area’s (GTA) high History school classrooms. Using relevant scholarly sources and data from semi-structured interviews with high school History teachers who are actively integrating ICTs, the findings of this study included some reportedly effective pedagogical tools to foster the learning of students, what factors are assisting in the progression of technologically assisted pedagogy the History teaching discipline, and what factors within a high school environment are reportedly preventing teachers from utilizing ICTs effectively for the purpose of student success. As well, this study also recommends teachers explore gaming in history, incorporate virtual tours of historical land sights, show videos, and use PowerPoint presentations as effective pedagogical methods and student-centered tools in the discipline of History. Finally, this study recommends that future research study the effectiveness of board-mandated ICT policies, as study findings suggest a significant level of disconnect and dissatisfaction between teachers and policy makers