Title:	TEACHING DIGITAL COMPETENCES IN HISTORY IN SECONDARY EDUCATION: LEARNING TO COMPOSE HISTORY TEXTS THROUGH THE WEB
Author(s):	Alejandro Guijosa , Jaume Sanuy , Manoli Pifarré
ISBN:	978-972-8924-83-6
Editors:	Miguel Baptista Nunes and Maggie McPherson (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2009
Edition:	V II, 2
Keywords:	Learning Processes; Secondary Education; Web-based History teaching; History text coherence
Type:	Short Paper
First Page:	74
Last Page:	78
Language:	English
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Paper Abstract:	History teaching is a complex process basically composed of prior knowledge, disciplinary contents and teaching methodology. This complexity is due to cultural, cognitive and epistemological aspects. Traditionally, history teaching has been based on activities which develop memorization skills rather than comprehension ones. Even though Information Communication Technologies (ICTs) are often presented uncritically as good tools to improve History teaching and learning, ICTs are not the panacea of history teaching, of course. Their efficacy for teaching depends especially on the instructional methodology used. The mains aims of this study are: 1) to show a way to introduce the Web in secondary education classes in order to teach and learn History; and 2) to estimate the impact effectiveness when using this methodology. The project we present lasted one year. It is based on WebQuest (WQ) teaching methodology (Dodge, 1995) which promotes strategies to search, manage and elaborate information through the Web. It also helps the development of cognitive and metacognitive processing skills. The WQ-activity finishes with the elaboration of a History text. 160 students of 4th year (15-16 years old) working in pairs and from two different schools were enrolled in the study. The 2 different groups were compared in their expertise in WQ solving and in their skills on history texts elaboration. Macrostructures in the elaborated texts are analyzed according to Van Dijk (1980). The results do not reflect important differences between the two groups, but ongoing analyses of historical contents show good perspectives of learning.
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