Integrating Microcomputers into the History Curriculum
Donald Ramos, Robert A. Wheeler · The History Teacher · 1989
IT IS SURPRISING TODAY to find large numbers of university students, especially among those studying history, for whom the computer remains a mystery and a fearful one at that. At the same time, many of these students intuitively feel the computer is important. The result is a strange combination of feelings: a feeling of inadequacy coupled with frustration often buttressed by a heavy dose of anger at the insurmountable technical knowledge seemingly demanded by today's hi-tech environment. It was to deal with these sentiments that we decided to organize a course which would focus on the use of computers for students of history. Both of us had used computers, especially the behemoth mainframes, and had required computer-based research in some courses using Statistical Package for the Social Sciences (SPSS)I software and databases that we had developed for our own research. We also had substantial experience with micro computers. We decided that given the recent availability of micros and appropriate software both inside the university and in the workplace, we would focus on their use. In the back of our minds lurked the idea that such skills would enhance the students' confidence to deal with the increasingly computerized workplace. We also began with a belief that the course should not focus solely on computers and computer methodologies. Instead we wanted to focus on the study of history using computers. We wanted to avoid the dangers involved in unnecessary reliance on computers: the churning out of