History without ice and boredom

the role of experimentation and digital literacy in history teaching

  • Anita Lucchesi


This paper explores the use of technology and digitised and/or born-digital historical sources for History Teaching. The discussion is contextualized considering the use of technology in Brazilian schools, but collated with examples from Europe and North America. Based on the author’s research and hands-on experience on Digital History projects and classroom work, it discusses the potential of the digital component for a constructive pedagogy and critical teaching and learning of history. The author argues that the digital component can enable and catalyse active methodologies in the classroom, favouring the development of students autonomy in the construction and understanding of historical knowledge. The core advantage of bringing digital technologies and digitised and/or born-digital material to the classroom lies in the opportunity of learning by doing, acquiring new abilities for source criticism, as well as the necessary digital literacy to the handling of tools, interfaces and digital materials relevant to the learning environment.