Yesterday & today: 2008 No 3http://hdl.handle.net/10394/52192024-03-28T19:44:20Z2024-03-28T19:44:20ZCan power point enable history learners to "do history?".Maposa, Marshall Tamukahttp://hdl.handle.net/10394/55362016-04-28T21:09:44Z2008-01-01T00:00:00ZCan power point enable history learners to "do history?".
Maposa, Marshall Tamuka
The use of technology in History teaching is not a new phenomenon, but its impact has been varied depending on the context, teachers and, more importantly, the nature of the innovation. For years, I have come across the "history is boring" comment ad nauseum. For some History teachers, the adoption of technology in the classroom might seem to be the antidote to this problem. One of the most common pieces of Information and Communications Technology (ICT) to be used in the classroom is Microsoft's Power Point program. A common, but not necessarily proven assumption is that if the History teacher employs this program then the classroom will be set alive with learner participation and enjoyment. The contention in this essay is that the technology in the History classroom is what the teacher makes it – implying that on its own Power Point can not create an active teaching and learning process. To be more specific, from a constructivist point of view, History teaching and learning is an interactive process whereby the learners are expected to "do History", that is, to practice the construction of their own histories with the guidance of the teacher and it is up to the teacher to create a particular learning atmosphere and culture in his/her history classroom.
2008-01-01T00:00:00ZWindows Movie maker and the teaching of History.Makhasane, Sekitla Danielhttp://hdl.handle.net/10394/55352016-04-28T21:09:44Z2008-01-01T00:00:00ZWindows Movie maker and the teaching of History.
Makhasane, Sekitla Daniel
Competence in the use of Information Communication Technology (ICT) is a buzz word today given the fact that ICTs have impacted almost all sectors of the global society. Most employers, for example, require people who possess skills in certain ICT when they look for potential employees. Thus, Department of Education's White paper on e-Education indicates "The ICT revolution has had impact of curriculum development and delivery and continues to pose new challenges for education and training systems around the world." In this regard, schools as social institutions charged with the responsibility of developing human resources cannot overlook the need for inclusion of ICT in the process of teaching and learning so as to empower and equip learners with necessary skills that they will need to function and meet challenges awaiting them. It is against this background that educational researchers are advocating the integration of ICT in the learning and teaching of history in particular and other subjects in general. The purpose of this article, therefore, is to discuss the implications of the turn to ICT for history teaching and learning with particular reference to Windows Movie Maker and history teaching. The essay will mainly focus on: opportunities, costs, the implications on history teachers' professional practice and challenges in integrating Windows Movie Maker into history education. Possible solutions to the challenges will also be emphasised.
2008-01-01T00:00:00ZUsing iPods to teach History.Iyer, Leevinahttp://hdl.handle.net/10394/55342016-04-28T21:11:07Z2008-01-01T00:00:00ZUsing iPods to teach History.
Iyer, Leevina
The development of modern technology is the gateway to a completely different world, one where education is governed not by the educator's ability to teach; or his/her capability to pass on knowledge to learners, but rather by the availability of technological advancements which can be used as educational tools as well as a way in which to access, manipulate and create data and information. In this essay I shall discuss the use of Information and Communication Technology (ICT) in History Education, while paying special attention and focusing a great deal on the use of iPods as a newly emerging and promising medium through which to teach History.
2008-01-01T00:00:00ZWhat is in a name?Strauss, Johannhttp://hdl.handle.net/10394/55332018-08-07T09:37:57Z2008-01-01T00:00:00ZWhat is in a name?
Strauss, Johann
Name changing goes hand in hand with new governments; this has happened all over the world. Name changing has become part of South Africa in recent times and seems to continue in the near future. Name changing confuses the man on the street, teachers and learners. Text books and atlases become outdated and this involves costs. Most names represent the history, people and topography of the area.
2008-01-01T00:00:00Z