Computers in Teaching Initiative Centre for History, Archaeology & Art History
1 University Gardens
University of Glasgow
Glasgow G12 8QQ
Tel: +(0)141 330 4942
fax: +(0)141 330 5518
Abstract Presented for The Future of the Humanities in the Digital Age
The paper will discuss the current state of computer use in teaching
history in UK higher education. Any attempt to characterise as broad
and diverse a community as the teachers of history in UK higher Education
is necessarily a
bold step. Thanks to the longevity and particular focus of the Computers in Teaching Initiative CTICH is uniquely placed to offer such a characterisation.
The Computers in Teaching Initiative Centre for History, Archaeology
and Art History (CTICH) was established in 1989 and is one of 24 subject-based
resource centres within the Computers in Teaching Initiative funded by
higher education Funding Councils for England, Scotland and Wales and by the Department of Education for Northern Ireland.
The Centre encourages and supports the use of computers to improve the
teaching of these subjects at all UK universities and other institutions
of higher education through a variety of activities including running training
workshops, conference presentations and conducting extended visits to relevant departments throughout the UK. As a nationally funded initiative CTICH is also well placed to monitor the higher education sector-wide pressures and policies that affect the practice of teaching history. The History Coordinator of the CTI thus enjoys a unique position to assess the successes achieved and the challenges faced in the teaching of history in the emerging digital learning environment.
Involvement in three recent projects provides specific case studies that bring this overview into sharp focus:
This overview of the discipline in the UK will offer important insights
into the ways lecturers and students are responding to the opportunities
and constraints offered in the current environment whether it be institutional,
departmental, professional, technical, or pedagogical. While focused on one discipline within the humanities and one state within Europe this paper also promises to raise important points of comparison with these larger communities.