Teaching and Learning
The traditional method of teaching history is the lecture presentation. While the lecture continues to be an important if not the most important pedagogical style for imparting knowledge, new information technologies have provided new opportunities for enhancing the teaching process. In particular, most faculty now use PowerPoint presentations in at least some lectures in order to provide high quality illustrations or to emphasize particular terms or instructive text. Many faculty use WebCT in order to present their syllabi, course materials, and electronic discussion opportunities to their students. Faculty also have the ability to give objective exams on WebCT.
Faculty also use internet sources both in class and in assignments. Numerous high quality history research/resource sites now exist that can aid in teaching. Archival collections of specialized subject matter, digital copies of primary documents, oral history interviews, journal articles, artifacts, etc. can provide students with a wealth of information without having to travel to distant libraries or archives.
This is particularly important when teaching students the importance of using primary sources in original research. The internet brings facsimiles of primary sources to their computer screen, and this can greatly aid instruction.
In addition, field trips to local archives and museums such as the California State Archives, California State Library, and the California State Railroad Museum provide valuable opportunities for students to learn about history through direct interaction with documents and artifacts.
Some faculty have also used distance education technology and online course technology. While there are certain advantages to these pedagogical forms, particularly in terms of increasing enrollment per instructor, they lack the direct interactive quality that is oftentimes so important in teaching and learning.
