History Education and Information and Communication Technologies

Course Information
TitleΙστορική Εκπαίδευση και Τεχνολογίες της Πληροφορίας και της Επικοινωνίας / History Education and Information and Communication Technologies
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorMaria Vlachaki
Course ID600015093

Class Information
Academic Year2021 – 2022
Class PeriodWinter
Faculty Instructors
Class ID
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
At the end of the course, students are expected to 1. Realise the opportunities offered by ICT for historical education 2. Assimilate information related to all digital applications that they will come into contact with during the course 3. Apply the knowledge they have acquired to complete tasks and solve problems in their professional careers, either as teachers of primary education or as history educators in different formal and informal historical education settings. 4. Be competent in exploiting the digital environment in order to create their own educational material for educational history
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course aims at the historical digital literacy of students in order to take advantage of the opportunities that digital history offers in the research and teaching of history. It includes aspects of pedagogical theory regarding pupils and students as digital natives in school history, critical views of the sites and the digital environments on offer, the use of educational content accumulators for school history, film and electronic game but also the use of the Internet to search and organise digital historical information, the creation of educational folders as well as digital history classes. At the same time throughout the course, the emphasis is on public history and the potential of the digital environment to make it functional in the history classroom. The following sections are specifically developed: 1. Digital History, Digital Humanities. The teaching of History in the face of new challenges 2. Digital environments, applications and software: overview 3. The essential tools, software and accumulators of educational content: internet, web, office, centennial, photocenter, etc. 4. Creating digital story sites 5. Search and organise historical information 6. Digital History Museums 7. The electronic game 8. Mobile history 9. Digital storytelling and history
digital history, history education and ICT, mobile history
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
The course is entirely based on new technologies
Course Organization
Laboratory Work1003.3
Student Assessment
The evaluation of students is both formative and conclusive. The evaluation criteria are related to the course objectives as described above.
Student Assessment methods
  • Report (Formative, Summative)
  • Labortatory Assignment (Formative, Summative)
Additional bibliography for study
• Arthur, J. & Phillips, R. (2004). Issues in history teaching. London & New York : RoutledgeFalmer • Berson, M. J., Lee, J. K., & Stuckart, D. W. (2001). Promise and Practice of Computer Technologies in the Social Studies: A Critical Analysis. In W. B. Stanley (Ed.). Critical Issues in Social Studies Research for the 21st Century (pp.209-229). Greenwich, Conn.: Information Age Publishing. • Brush, T., & Saye, J. W. (2009). Strategies for preparing preservice social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46-59. • Cantu, A. D. & Warren, W. J. (2003). Teaching History in the Digital Classroom. New York: M.E. Sharpe. • Cohen, D. & Rosenzweig, R. (2006). Digital History: A Guide to Gathering, Preserving, and Presenting the Past on the Web. Philadelphia: University of Pennsylvania Press. • Diem, R. (2000). Can It Make a Difference? Technology and the Social Studies. Theory and Research in Social Education, 28(4), 493-501. • Friedman, A. M., & Hicks, D. (2006). The state of the field: Technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education, 6(2), 246-258. • Haydn, T. & Councell, C. (2003). History, ICT and Learning in the Secondary School. London: RoutledgeFalmer. • Haydn, T., Arthur, J., & Hunt, M. (Eds.) (2001). Learning to Teach History in the Secondary School: A Companion to School Experience. London: RoutledgeFalmer. • Hofer, M. & Swan, K. O. (2006). Standards, Firewalls, and General Classroom Mayhem: Implementing Student-Centered Technology Projects in the Elementary Classroom, Social Studies Research and Practice 1(1):120-144. • Kee, K. (2014). Pastplay: Teaching and Learning History with Technology. Ann Arbor: University of Michigan Press. • Kelly, T. M. (2013). Teaching History in the Digital Age. Ann Arbor: University of Michigan Press. • Lévesque, S. (2008). Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press. • Mavrommati M., Bousiou- Makridou D., Corbeil, P. (2013). Learning to “do history” through gameplay, The Computer Games Journal, Vol. 2 N. 1, Candlemas 2013. Available online at http://tcjg.weebly.com/mavrommati-et-al.html • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. • Ρεπούση Μ.(1999), «Νέες προσεγγίσεις στη διδασκαλία της ιστορίας: η περίπτωση της εκπαιδευτικής τεχνολογίας», , Θεωρητικά Προβλήματα και διδακτική προσέγγιση της ιστορίας, Αθήνα: Πανελλήνια Ένωση Φιλολόγων, σ. 244 - 267 • Ρεπούση Μ. & Τσιβάς Α. (1999), "Το μάθημα της ιστορίας στο περιβάλλον του υπολογιστή. Η διαχείριση μιας βάσης δεδομένων", Πανελλήνιο Συνέδριο Πληροφορική & Εκπαίδευση, Ιωάννινα: ΠΣΕ, σ. 311-322 • Ρεπούση Μ. (2000), "Ένας ηλεκτρονικός τόπος ιστορίας στο Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης του Αριστοτελείου Πανεπιστημίου Θεσσαλονίκης", Σύγχρονη Εκπαίδευση 115, σ. 67-79 • Repoussi M.(2001), "Learning by doing History: Electronic Environment and Historical Experiences. Local History Research Project in Higher Education", , 2nd International Conference on Technology in Teaching and Learning in Higher Education, Samos: National-Louis University, Research and Training Institute of East Aegean, National and Kapodistrian University of Athens, σ. 265-272. • Ρεπούση Μ. & Τσιβάς Α. (2004), "Η ιστορία διαφορετικά ή διαφορετική ιστορία; ΤΠΕ και εκπαίδευση εκπαιδευτικών: συμβιωτικές πρακτικές διδασκαλίας και μάθησης στην ιστορία", Β' Πανελλήνιο Συνέδριο των εκπαιδευτικών για τις ΤΠΕ, Αξιοποίηση των ΤΠΕ στη διδακτική πράξη, Αθήνα: ΠΣΕ, τ.Α’, σ.188-200 Robinson, C. & McKnight, D. (2007). Technologized democracy: A critique on technology's place in social studies education. Technology. Humanities, Education & Narrative 4: http://thenjournal.org/feature/131/ • Staley, D. (2002). Computers, Visualization, and History: How New Technology Will Transform Our Understanding of the Past. New York: M. E. Sharpe. • Swan, K., & Hicks, D. (2007). Through the democratic lens: The role of purpose in leveraging technology to support historical inquiry in the social studies classroom. International Journal of Social Education, 21(2), 142-168. • Tardif, J. (1999). The challenges of the information and communication technologies facing history teaching. Strasbourg: Council of Europe Publishing. • Taylor, T. & Young, C. (2003). Making History: A Guide for the Teaching and Learning of History in Australian Schools. National Centre for History Education. • Wiley, J. & Ash, I. (2005). Multimedia Learning in History. In R. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning (pp.375-391). Cambridge University Press. • VanSledright, B. (2002). In Search of America's Past: Learning to Read History in Elementary School. New York: Teachers College Press • “Pastplay: Teaching and Learning History with Technology”, Kevin Kee (Ed.), (2014), University of Michigan Press, Digital culture books Series: Digital Humanities • «Teaching History in the Digital Age”, T. Mills Kelly (ed.), 2013, University of Michigan Press, Digital culture books Series: Digital Humanities
Last Update