Abstract
Exaggerated predictions of boom and doom are giving way to the more sober process of assessing where computers, networks, digital media are and aren't useful. Selective appropriation of technology has already begun in the teaching of history (and social studies generally). Four questions should guide this process of selection and application: What we are trying to accomplish? What approaches will work best? Are there dangers that we need to avoid as we selectively appropriate new technology into the history classroom? How can we encourage and support the adoption and development of the best practices? Based on a careful examination of these questions, the article concludes with six recommendations for future efforts.
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