History Educators and the Challenge of Immersive Pasts: A Critical Review of Virtual Reality "Tools" and History Pedagogy

Autor/in	Allison, John
Titel	History Educators and the Challenge of Immersive Pasts: A Critical Review of Virtual Reality "Tools" and History Pedagogy
Quelle	In: Learning, Media and Technology, 33 (2008) 4, S.343-352 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
Schlagwörter	Computer Simulation; Secondary School Teachers; Elementary School Teachers; College Faculty; History Instruction; Computer Assisted Instruction; Electronic Learning; Educational Technology; Technology Integration; Instructional Design; Historiography; Teaching Methods; Games + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; History lessons; Geschichtsunterricht; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Geschichtsschreibung; Teaching method; Lehrmethode; Unterrichtsmethode; Game; Spiel; Spiele
Abstract	This paper will undertake a critical review of the impact of virtual reality tools on the teaching of history. Virtual reality is useful in several different ways. History educators, elementary and secondary school teachers and professors, can all profit from the digital environment. Challenges arise quickly however. Virtual reality technologies show great pedagogical promise in the presentation of research. It is also asserted that these technologies provide real-world immersion in the "historical past" in a way that was previously not possible. Can these systems truly take the place of classrooms, elementary and secondary, and the research projects of graduate studies? Ultimately, technological optimists argue that these technologies create an "alternate reality". Can history educators agree to such an "alternate reality"? The principle conclusions drawn in this paper include a need for further development of virtual simulations, both in terms of their realism and the immediacy of the classroom experience. Further practical experimentation by history educators in the research environment is also key. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10