The nation’s personal agendas and motivations, along with the standardization of history as a discipline in K-12 schools, have hindered the public’s understanding of the field. These external expectations have made teaching and learning more difficult across K-16 classrooms. However, the digital turn offers an opportunity to address and correct widespread misconceptions about history.
Historically, the discipline has been linked to fostering national reverence through the curriculum. At one point, the teaching of history in was viewed as a chance to accelerate the ‘Americanization’ process of young immigrant children. The teaching of American history had the mission of teaching students what it means to be American. Although these classroom expectations date back to the 19th century, they continue to influence modern discourse. There are many conflicting views about what kind of history is being shared, particularly when claims are made to present history ‘warts and all,’ despite personal biases shaping perceptions of what constitutes honest history. These expectations have complicated the public understanding of the true purpose of teaching and learning history. The digital turn presents a new opportunity to redress how students interact with history, understand its role, and engage in the process of history-making. Presenting opportunities for students to ‘figure out’ rather than ‘find out’ introduces inquiry-based history and, thus, historical reasoning into classrooms. Teaching students to question and debate historical texts ensures that they can actively reproduce their learning instead of searching for the right or wrong answer. On the foundation of teaching methods like this, digital tools can flourish because they allow students to act as historians or archaeologists instead of spectators.
Textbooks have played a major role in shaping what history is and which histories are important. While students were taught to revere the nation, textbooks were used to reinforce this notion by treating their contents as fact. There was no inquiry into who was writing the history and when; instead, textbooks were reprinted decades after the original author’s passing. Textbooks do have teaching potential, as they can provide information about the time in which they were written and the social, political, and economic state of the world. However, this would necessitate a shift in how students use and refer to textbooks. Digital tools like ArcGIS and VR exhibits in museums are two of the ways technology has revolutionized how we teach and learn history. Instead of using textbooks as cemented facts, digital tools allow students to interact with history directly. These tools encourage students to draw on their own knowledge when interpreting and inquiring into historical figures and events.
The digital turn has highlighted flaws in teaching and learning history. At the same time, digital tools are prompting teachers to reflect on how shifting expectations have shaped the way history is taught. The digital turn is opening doors to a new world of teaching and learning. Digital tools can also present histories that are sometimes sidelined in the K-12 curriculum. These tools represent an exciting future for those who teach history and for those of us who’re eager to learn.
