Teaching History in the Digital Age

The world moves very fast – faster every day.  Using the web fits into the culture of instantaneous information, 24 hour accessibility, and laziness too.  Students no longer need to go to the library, but can still do research at all hours of the night or day.  The working world also requires use of web technology.  Communicating by email and using computers in general has really become a common part of life.    The percentage of students with computers in their homes is probably much higher today than the 30% figure from Linda Pomerantz’s 2001 observation.  This means that we cannot ignore the internet and other sources of media as well.  As time passes, students will bring more and more knowledge of technology with them.  Hence, I found the example of the French Revolution on CD-ROM to be rather old-fashioned.  I hope this project has been converted to an online version.  The necessity of purchase involved in a CD-ROM does address the income potential for the author.  How do internet publications make money for their creators?  While professors and secondary instructors are inspired by a love of teaching; the financial rewards (as well as scholarly) associated with publication must be floating around in their minds.

There is no indication that reliability of sources on the web will change significantly.  Therefore instruction about the pitfalls of web research is a new important part of teaching.  As internet usage continues to increase, the consequences and benefits will become more evident at an earlier and earlier time in students’ learning experience.  Just as students have to learn about using primary versus secondary sources, how to cite, how to use indexes, and write a bibliography; adding evaluation of internet research methods to the list will be necessary.  Teaching and learning certainly aren’t static.
When we go “public” by using the internet, we invite all sorts of people into our world of historic inquiry.  The non-historian will show up with questions which might make us cringe.  However, we also have a much wider audience to bestow techniques upon.  We can spread knowledge by inviting discourse among all interested parties (from anywhere) and increase learning; especially among adults who are the unofficial sources for information for impressionable youth.  We must remember that no question is unworthy.  Our job in the digital age is to provide “good” sites with proper credit to sources.  Getting the public involved does make our job harder, but a larger diverse audience makes it even more important.
Wineburg seems to be the only scholar who is focusing on how students learn using alternative media sources for instruction.  Is the question though how they learn or if they learn?  In the immediate moment, are we more concerned just about the “if?”  In case we are, if professors enjoy themselves more during lecture, then students will also enjoy themselves.  Learning is work in progress.  It’s easier to work while having fun and the product is usually much better than what is developed under duress.
If it’s more interesting, won’t students pay closer attention and “get” more of what’s being presented?
In response to the “Who Killed William Robinson?” site:
          I agree that it is annoying that we can’t see the postings of interpretations of the site.  Also, visiting each primary source was cumbersome.  Could some of the shorter sources be available in full at the main site?  Were there copyright issues involved?
          I liked the CSI quality to the subject.  If I were a student, I would enjoy this project.  Have more like it popped up?