Much recent research about history text books has focused on the content of the text books, the choices available, and the ways in which the text books present or examine the national past of the country concerned. Less attention has focused on the extent to which textbooks are used in history classrooms, and teachers' and pupils' views of the efficacy of history textbooks as a mode of instruction. As well as changes to the form of UK text books, developments in information and communications technology have provided options for history teachers in terms of the range of resources and pedagogical strategies available to them. The paper presents the findings of a study of text book use in the UK. The study suggests that history teachers in the UK have very different views and practices in terms of text book use, and that these are linked in many cases to their ideas about the use of new technology in the history classroom.
|Journal||Yearbook of the International Society of History Didactics|
|Publication status||Published - Jan 2011|