TEACHING HISTORY WITH DIGITAL MEDIA
| Title | ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΙΣΤΟΡΙΑΣ ΜΕ ΨΗΦΙΑΚΑ ΜΕΣΑ / TEACHING HISTORY WITH DIGITAL MEDIA |
| Code | ΕΠΜ155 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Maria Mavrommati |
| Common | No |
| Status | Active |
| Course ID | 600026655 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 22
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 4 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600279716
|
Course Type 2021
Skills Development
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600279716
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- Greek (Instruction, Examination)
- English (Examination)
Learning Outcomes
Upon successful completion of the course, the student will be able to:
• Design and implement instructional approaches to history that leverage the potential of digital media, fostering students’ creative and critical engagement with the past.
• Recognize the distinctive features of digital history, public history, and cultural memory, and integrate them into teaching in ways that enhance students’ historical culture.
• Select and use tools for digital storytelling, digital mapping, gamification, film, podcasts, and artificial intelligence to design inquiry-based and experiential history learning environments.
• Search for, evaluate, and utilize digital historical material from databases, online historical sources, and educational software to promote multiperspectivity in the teaching of school history.
• Understand and apply the epistemological and pedagogical premises that underpin the use of ICT in history education, taking into account issues of historical accuracy, multiple perspectives, and representations of the past.
• Connect local, public, and oral history with contemporary technologies (e.g., mobile history, geolocation), highlighting the relationships between past and present within the framework of historical consciousness.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Design and manage projects
- Appreciate diversity and multiculturality
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
Course Content (Thematic Units)
1. The Concept of Digital History
Introduction to the theoretical and methodological foundations of Digital History as a field of research and teaching. Examination of the ways in which digital technology transforms the collection, interpretation, and dissemination of historical knowledge.
2. The Internet: Databases and Historical Websites
Familiarization with the search, evaluation, and educational use of digital historical material. Presentation of selected digital archives, repositories, and online museums for use in the classroom.
3. Digital Mapping and Geolocation – Geocaching
Exploration of the possibilities offered by digital mapping, GIS, and geolocation in teaching local and global history. Presentation of activities such as interactive maps, historical trails, and virtual tours using geocaching applications.
4. Electronic Games and the Gamification of History Teaching
Examination of theoretical frameworks and practical applications of gamification in history education. Presentation of digital history games and ways to design gamified history learning activities.
5. Film and Audiovisual Sources in History Education
Analysis of the use of fictional films and documentaries as historical narratives. Discussion of historical accuracy, representation, and multiple perspectives in historical film, as well as its suggested use in the classroom.
6. Digital Storytelling – Creating Podcasts and Documentaries
A hands-on approach to digital storytelling. Students create their own historical podcasts and short documentaries, developing skills in storytelling, editing, and sound design.
7. Mobile History – Local and Oral History – Museum Education
Exploration of ways to use mobile devices, AR applications, and QR codes to develop experiential history activities in local contexts (neighborhood, city, school, museum). Connecting history with space, memory, and community.
8. Artificial Intelligence and History Education
Presentation of the potential of AI in the teaching and research of history. Discussion of the ethical dimension of AI use, as well as digital tools for the creation and analysis of texts and images. Appropriate ways to use and integrate artificial intelligence in history teaching.
9. Ministry of Education Software Tools
Familiarization with the platforms and tools provided by the Ministry of Education (e-me, Photodentro, Greek School Network, etc.) for history teaching. Evaluation of the available educational material and suggestions for integration into lesson plans.
Keywords
history didactics with digital media, public history, historical film literacy, mobile history, gamification, artificial intelligence
Educational Material Types
- Notes
- Slide presentations
- Multimedia
- Interactive excersises
- Book
- various e-learning design programs
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
Description
The module is laboratory-based and is based on the use of computers and mobile phones. In every meeting the students will familiarize themselves with the relevant software of each unit, in order to produce an original work which will be based on the use of technological applications for the design and implementation of ICT in the history classroom. The software used is, indicatively Canva, Clipchamp, Audacity, ChatGPT, Kahoot!, interactive historical maps, mobile phone applications, historical content webpages, Photodentro etc.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 13 | ||||
| Interactive Teaching in Information Center | 26 | ||||
| Project | 111 | ||||
| Total | 150 |
Student Assessment
Description
Team assignment
Student Assessment methods
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Ρεπούση, Μ., Μαυρομμάτη, Μ., Μακαρατζής, Γ. (2023). Ψηφιακότητα και ιστορική εκπαίδευση, Η αξιοποίηση των ψηφιακών τεχνολογιών στην ιστορική εκπαίδευση. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα/ Κάλλιπος.
Additional bibliography for study
1. Atlas, S. (n.d.). ChatGPT for Higher Education and Professional Development: A guide to Conversational AI. DigitalCommons@URI. https://digitalcommons.uri.edu/cba_facpubs/548
2. Bisht, P., Pujari, J.P. (2024). Past Meets the Future—ChatGPT Integrated Pedagogy to Teach the 1947 Partition in Secondary Classes. In: Lahby, M., Maleh, Y., Bucchiarone, A., Schaeffer, S.E. (eds) General Aspects of Applying Generative AI in Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-031-65691-0_4
3. Carretero, M. Cantabrana, M. & Parellada, C. (Eds.) (2022). History education and the challenges of digital media, (pp. 197-216). Springer. https://doi.org/10.1007/978-3-031-10743-6_11
4. Göltl T. (May 23, 2024). What are the Challenges, Possibilities and Questions with AI in History? AI in History. Retrieved July 17, 2025 from https://aiinhistory.hypotheses.org/34
5. Kelly, T. M. (2013). Teaching history in the digital age. University of Michigan Press. https://doi.org/10.3998/dh.12230987.0001.001
6. Μαυρομμάτη, Μ. (2018). e- Αρχαία Ιστορία: διδακτικές προτάσεις με τη χρήση πηγών. Θεσσαλονίκη: Εκδόσεις Γράφημα.
7. Μαυρομμάτη, Μ. (2018). Συνεχιζόμενη εκπαίδευση εκπαιδευτικών: μια πρόταση διδασκαλίας για τη διδακτική της ιστορίας με νέες τεχνολογίες. 11o Πανελλήνιο Συνέδριο της Παιδαγωγικής Εταιρίας Ελλάδος, «Βασική και συνεχιζόμενη εκπαίδευση των εκπαιδευτικών σε ένα σύνθετο και μεταβαλλόμενο περιβάλλον», Πάτρα, 23-25 Νοεμβρίου 2018.
8. Μαυρομμάτη, Μ. (2018). Δυνατότητες και περιορισμοί της χρήσης ηλεκτρονικών παιχνιδιών ως εργαλείων μάθησης στο μάθημα της ιστορίας. 3ο Πανελλήνιο Συνέδριο: «Εκπαίδευση στον 21ο αιώνα: αναζητώντας την καινοτομία, την Τέχνη, τη δημιουργικότητα», Αθήνα, 20-22 Απριλίου 2018.
9. Μαυρομμάτη, Μ. (2019). Διδασκαλία της ιστορίας με φιλμ μυθοπλασίας: αναπτύσσοντας τον κινηματογραφικό γραμματισμό και την ιστορική γνώση, 4ο Πανελλήνιο Συνέδριο ΕΚΕΔΥΣΙ, Παιδαγωγικής Εταιρείας Ελλάδος και Κολλεγίου Αθηνών «Εκπαίδευση στον 21ο αιώνα: Σχολείο και Πολιτισμός». 10-12 Μαΐου 2019.
10. Mavrommati, M. (2024). Filmic and other forms of historical representation in the history classroom: ancient Sparta. Teaching History: A Journal of Methods, September.49: 1, https://doi.org/10.33043/TH.b8c62cf5a
11. Μιχαήλ, Α., & Μαυρομμάτη, Μ. (2025). Προφορική ιστορία και μουσική μνήμη: Η δημιουργία podcasts από μαθητές/τριες δημοτικού ως ερευνητική δραστηριότητα. 17ο Διεθνές Συνέδριο «Η Πληροφορική στην Εκπαίδευση» (17th CIE 2025), 7–9 Νοεμβρίου 2025.
12. Price, S., Jewitt, C. & Sakr, M. (2016). Embodied experiences of place: A study of history learning with mobile technologies. Journal of Computer Assisted Learning, 32(4), 345–359. https://doi.org/10.1111/jcal.12137
13. Reiman, R. A. (2021). Podcasting for teaching and research in history: A case study. In S. Jackowicz & I. Sahin (Eds.), Proceedings of IHSES 2021-- International Conference on Humanities, Social and Education Sciences (pp. 1-10), New York, USA. ISTES Organization https://files.eric.ed.gov/fulltext/ED626601.pdf
14. Repoussi, M. & Mavrommati, M., (2022). Historical film in History Classrooms. Fiction or non-fiction? Teachers’ options and practices, in M. Carretero, M. Cantabrana & C. Parellada (Eds.), History education and the challenges of digital media, (pp. 197-216). Springer. https://doi.org/10.1007/978-3-031-10743-6_11
15. Skaraki, E., & Kolokotronis, F. (2022). The use of the mobile application Actionbound in the teaching of local history. Advances in Mobile Learning Educational Research, 2(2), 421–426. https://doi.org/10.25082/AMLER.2022.02.010
Last Update
09-09-2025
