Beyond Amusement: Reflections on Multimedia, Pedagogy, and Digital Literacy in the History Seminar

Abstract

To JUDGE BY recent technology-related presentations at the AHA and the slow trickle of related articles, the integration of technology into history teaching is a cautious, contemplative process.' As scholars experienced with the sweeping claims and costs of past revolutions and technologies, it is understandable that historians are cautious about using computer technology in the classroom. Still, recent articles in these pages provide ample evidence of the fruitful application of technologies such as media slide shows, electronic discussion forums, and web resources to enhance the experience of introductory survey courses. In addition, a number of new media projects have become nationally known for their focus on materials and technology created for students.2 These resources include web-based readers, elaborate course web pages, and lectures enhanced with multimedia presentation software.3 In the arena of history teaching it appears that the predominant use of new technology is to enhance traditional instruction and to facilitate the presentation of images and outlines. Student-produced web pages are among the few studentcentered activities favored by historians, but these are not without their critics, some who question the value of teaching technical skills rather than content and others who find the exercise valuable, but very time consuming. Fewer faculty, it seems, have embarked on the difficult path