Haydn, Terence Anthony.; (2004) The use of information and communications technology in history teaching in secondary schools in England and Wales 1970-2003. Doctoral thesis , Institute of Education, University of London.

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Abstract

The thesis considers the ways in which developments in Information and Communications Technology (ICT) have impacted on history teachers' practice in secondary school history in England and Wales since the introduction of computers into schools in the early 1970s. This is done by examining the historical record relating to the use of ICT in secondary history, and by empirical investigations conducted between 1995 and 2003. The empirical element of the thesis explores the perspectives of history teachers and history trainee teachers on the use of ICT in secondary history, using questionnaire and interview survey approaches. The first chapter establishes the purposes, rationale and focus of the thesis. Key terms and concepts are defined and relevant literature reviewed. The research approach is justified and key questions outlined. The second chapter places the study in the context of the impact of ICT on education more generally by exploring historical perspectives on the use of ICT in secondary education in England and Wales. The chapter demonstrates that there are 'different stories' about the role which ICT has played in secondary schools and differing views about the potential of ICT for enhancing educational outcomes. Chapter 3 focuses on the use of ICT in secondary history and examines differing strands of the historical record in this area, pointing out areas where there are contradictions and uncertainties about the role of ICT in secondary history. Chapters 4 and 5 detail the empirical enquiries of the author in exploring secondary history teacher and trainee perspectives on the use of ICT. The final chapter draws together the outcomes of the investigations. Conclusions are presented under four headings: implications of the research approach adopted, contribution to knowledge in the field, implications for policymaking in the field of ICT and education, future role of ICT in secondary history.

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