Digital History: Unpacking this untapped pedagogical tool

Abstract

Recent literature assumes digital history is a computational method of collecting knowledge about the past (Benjafield, 2017; Smithies, 2013) . However, psychology and history disciplines utilize this method to provide insightful and enriching data. New Zealand based studies recognize this is not a new idea, however implications may be underrated (Phillips, 2013; Smithies, 2013). As a tool, digital history can make key connections between humans, technology and learning. The term digital history is not be confused with digital storytelling which is more complex and involves various forms of media to convey a story. Participants will be exposed to using digital history as a pedagogical tool in the classroom. The goal is for participants to envision implementation and applicability into their own context. The session will consist of interactive activities and demonstrations. Participants will be involved in the creation of output during the session. Engagement will be in various forms such as discussion and technology usage. This variety of engagement will enable participants to take the seat as student and observer. Dual roles will enable the participants to participate while creating content. This creation can display the application within the classroom and usage in content evolution. Participants will have the opportunity to collaborate on a digital history output that can be used for instruction and learning. Co-creation of content will be the main goal so participants can envision the usage and integration. Digital history allows humans to share ideas, “human history is in essence a history of ideas” (Välikangas & Sevón, 2010). To this end, humans can be trapped by ideas, notions or experiences. Ideas can be interpreted as commodities for people or organisations rather than actors. Digital history cannot overlook social impact as a critical and conceptual evaluation point (O’Donnell & Henriksen, 2002; Wei, Teo, Chan, & Tan, 2011). Social impact and shared learning within information and communications technology is central to economy and society. It is noted that everyone in the world does not have equal access to automation and technology, therefore digital history may be limited with presence of digital divide (Wei et al., 2011) . However, bridging that gap in the classroom is possible when digital history is used as a collaborative tool.