By Sean Kheraj In recent years, several scholars have expressed a desire to ban laptop computers and smartphones from the classroom. This urge to prohibit the use of computing devices, however, may be a reflection of our own shortcomings as educators. It may also be a future liability for higher education. What are the implications of excluding technologies that have… Read more »
By Jill Colyer When I first started teaching I didn’t feel very successful in my history classroom. (Of course, it is hard to feel successful at all when you first start teaching because the entire experience is overwhelming and incredibly difficult.) After a few years, my feeling that something was missing in my history classes hadn’t gone away. I didn’t… Read more »
By Paul W. Bennett The Internet is finally beginning to penetrate historical practice. At the recent North American Society for Sports History (NASSH) Conference, held May 24-26, 2013 at Saint Mary’s University, Douglas Booth and Gary Osmond provided a fascinating primer on the impact digital history is starting to exert on a field like the study of international sports history. … Read more »
By Ian Mosby History has a distinct taste. Actually, it also has a distinct smell, feel, sound, and look to it but – as a historian of food and nutrition – I always find myself coming back to the taste of history. No, I’m not talking about the musty, acrid taste of dust and mildew as you open up a… Read more »
Ian Milligan argues that we will need to make dramatic changes to history undergraduate curriculums by aggressively implementing digital literacy programmes. This will benefit both our students and the historical profession.
A new edited version of Adventures of Huckleberry Finn will be published with the most offensive terms edited out. What are the merits and problems of this approach to difficult classic literature?
