Digital History: AHA Perspectives

In May 2007, I was almost a Senior in high school and the American Historical Association published an edition of their journal "Perspectives" that included a series of articles on the impact that technology was having on the field of history and how people study it. The topics range from archival education to an innovative curriculum for world history. I chose to examine two of the articles to see what I could learn about the relationship between history and technology, at least as it was seen five years ago.
Here is the link to the webpage so that you can follow along if you would like: http://www.historians.org/Perspectives/issues/2007/0705/index.cfm

World History for Us All: An Innovative World History Curriculum by Ross E. Dunn
I have always considered world history one of the most interesting classes offered in most college history departments, but they are also one of the most difficult to teach. This article addresses these challenges, especially in terms of teaching students about larger concepts, such as the development of religions or the accomplishments of the Silk Road. Since 2001, a national team of history educators have been developing a program called World History for Us All, a model curriculum for world history classes in middle and high schools that aim to provide teachers with a centralized web-based resource that seeks to innovate how world history is taught. It is often taught as a boring series of events that have no apparent connection to each other. 

It is developed on the idea that people in general have a history that needs to be explored and that classroom world history suitable for the 21st century must pay attention to broad changes and international links, which are becoming more important than ever. History is not simply a series of events and dates, and it is incredibly important that students understand the complexity of ideas and events throughout the world's history. Educators should prepare students who can critically interpret history and appreciate world cultures in their past and present forms.

Note: This project is a collaboration between San Diego State University and UCLA's National Center for History in the Schools.

Strange Facts in the History Classroom: Or How I learned to Stop Worrying and Love the Wiki(pedia)
by Christopher Miller

Wikipedia. What words come to your mind when you read that word? Poorly written and sparsely sourced articles? Incorrect or inappropriate information? Miller doesn't see it that way; he designed an "experiment" with Wikipedia to help his students see that written history is not always one hundred percent true and is essentially created. Miller's main goal was to expose students to the idea that historical knowledge is created. Miller sums up the issues that this experiment presented best: "On one side, we had academic historians claiming that their expertise gave their interpretations weight. On the other, we had the Wikipedia advocates who claimed that the "wisdom of the crowds" would ensure the accuracy and veracity of Wikipedia's information." As a student of history, I can say that the ability to discern the best resources is a skill that is not easily obtained and takes a great deal of trial and error. In high school, I was taught that Wikipedia is not the place to go for information at any time, not just in terms of writing academic papers. I agree with Miller when he discusses the need for students to expand their methods of thinking.