[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597721-105":3,"doc-detail-597721-en":81,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","canadian-social-studies-volume-40-number-1-special-issue-history-alive-old-sources-new-technologies","Canadian Social Studies - Volume 40 Number 1 - Special Issue: History Alive! Old Sources, New Technologies","","This paper examines how today’s digital technology revolution is reshaping history education. Drawing on four developments—liberalization of historical knowledge, intensification of digital archives, web-based communication, and active computer-based learning—it argues that digital history can provide strong tools for inquiry-driven learning in classrooms. The Virtual Historian, a newly created web program, is presented as a concrete example of the potential impact on students’ historical learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/canadian-social-studies-volume-40-number-1-special-issue-history-alive-old-sources-new-technologies/597721/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/canadian-social-studies-volume-40-number-1-special-issue-history-alive-old-sources-new-technologies/597721.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the paper on digital technology in history education?","Question",{"text":63,"@type":64},"The paper focuses on how current digital technology is revolutionizing history education and enabling inquiry-based learning in classrooms.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which four developments does the paper connect to the digital history revolution?",{"text":68,"@type":64},"It highlights liberalization of historical knowledge, intensification of digital archives, web-based communication, and active computer-based learning.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the paper illustrate the potential impact of digital history on students?",{"text":72,"@type":64},"It uses the Virtual Historian, a newly created web-based program, as an example of digital technology’s potential influence on students’ historical learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597721,1792395197,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":86,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"CANADIAN SOCIAL STUDIES  \nVOLUME 40 NUMBER 1, Summer 2006  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: History Alive! Old Sources, New Technologies  \nDiscovering the Past:  \nEngaging Canadian Students in Digital History.  \nDr. Stéphane Levesque  \nUniversity of Western Ontario  \nReturn to Articles  \nAbstract  \nThis paper deals with the impact of current digital technology revolution on history education. Based on four developments engendered by this revolution (liberalization of historical knowledge, intensification of digital archives, web based communication, and active computer based learning), it argues that digital history has the potential to offer powerful tools for inquiry based learning in the classroom. The Virtual Historian, a newly created web based program, is used as an example of the potential impact of such technology on students' historical learning.  \nIntroduction  \nThe title of the teaching history symposium, \"History Alive! Old Sources, New Technology,\"is of profound relevance and significance to contemporary history education. On the one hand, it reflects the recent evolution in information technology and historical scholarship. For over a decade now, historians and history educators have been dealing with computer related changes that have had an important impact on their work. One only has to think of the latest possibilities to research, produce, and publish on a wide range of subjects for large audiences all around the world; something virtually impossible until the digital age when only érudits in the field could afford to do so. \"Low barriers to publications,\" U. S. historian John Kee (2002) rightly argues, \"have resulted in an amazing proliferation of digital history sources…\" (p. 2) .  \nOn the other hand, the title of the symposium exemplifies a far from revolutionary predicament that has affected history education for decades, that is, how to make use of new developments to engage students in meaningful historical inquiry. Consider, for example, historian Chad Gaffield's analogy from sports which illustrates his own schooling experience.\"In the history courses I took in school in the 1960s,\" Gaffield (2001) observes, \"we read about history, talked about history and wrote about history; we never actually did history.\" \"If I had learned basketball in this way,\" he goes on, \"I would have spent years reading the interpretations and viewpoints of great players, watching them play games, and analysing the  \nresults of various techniques and strategies. Instead, though, I was soon dribbling a basketball and trying to shoot it into the hoop after just a few instructions. In my history courses, by contrast…I began in earnest to play the sport only at the doctoral thesis level\" (p. 12) .  \nThe current \"digital history\" innovation (Kee, 2002), based upon the investigation of the past using electronically reproduced sources, has sparked a renewed interest in engaging students actively in authentic performances, that is, in \"playing the game.\" Unlike the previous initiatives and developments, digital history might, this time, offer some realistic hopes and expectations. At least four (4) reasons can account for this optimistic observation on the present and foreseeable future of history education.  \nWhy digital history?  \n1. First, digital history has liberalized access to and use of history. Until not so long ago, a relatively small number of \"experts,\" essentially professional historians, archivists, curators, and dedicated history teachers and writers, had the time and opportunity to access and search archival materials and then produce historical knowledge usually in the conventional form of books and articles. The result was an almost complete domination of historical knowledge production and dissemination by established authorities in the domain. With the advent of the Internet and new digitization technologies, not only are historical publications and productions more readi","cbCaijLATcknp6Mg","https://ap.wps.com/l/cbCaijLATcknp6Mg","pdf",277861,"English","# Abstract\n# Introduction\n# Why digital history?\n## 1. Liberalized access and use of history\n## 2. Intensification of digital archival activities in Canada","[{\"question\":\"What is the main focus of the paper on digital technology in history education?\",\"answer\":\"The paper focuses on how current digital technology is revolutionizing history education and enabling inquiry-based learning in classrooms.\"},{\"question\":\"Which four developments does the paper connect to the digital history revolution?\",\"answer\":\"It highlights liberalization of historical knowledge, intensification of digital archives, web-based communication, and active computer-based learning.\"},{\"question\":\"How does the paper illustrate the potential impact of digital history on students?\",\"answer\":\"It uses the Virtual Historian, a newly created web-based program, as an example of digital technology’s potential influence on students’ historical learning.\"}]","Canadian Social Studies - Volume 40 Number 1 - Special Issue: History Alive! 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