As many of us have learned over the past year, when used effectively, new technologies have the power to bring history to life and transform the study of the past into an active, hands-on process. But technology can only enhance student learning if it is used creatively, with ethics and equity in mind.  This year's AHA Digital History Workshop will explore how you can integrate technology and Internet resources into your teaching in powerful, imaginative, and equitable ways that will engage your students and allow them to demonstrate their knowledge and skills using novel methods.

The workshop will take place over two hours on Wednesday, March 31st from 1:00 PM EST to 3:00 PM EST. It will feature brief keynote talks by Dr. Jamila Moore-Pewu on active learning with digital technologies, by Dr. Cate Denial on equity and ethics in technology-enhanced classrooms, and by Dr. Bryan Carter on project-based digital history pedagogy.

In addition to these keynotes, participants will have the opportunity to join a more focused discussion in one of the keynote speakers' areas of expertise.

This workshop is open to any historian interested in pedagogy, and we especially welcome K-12 and public history educators. Register at the link.

Make Your History Classes More Engaging and Interactive with Digital Technologies

Want to make your history classes more engaging? This session will explore how digital tools and resources can make the study of history more interactive and immersive, and more inquiry-focused.  Get practical advice about how your students can collaboratively annotate primary sources, mine texts, visualize data, concept maps, and create digital exhibitions.

Issues of Equity and Ethics in the Technology-Enhanced Classroom

How can you ensure that technology-rich learning experiences are equitable and ethical?  This session will examine the tough issues that technology-enhanced teaching raises—from accessibility to digital equity, fair use, netiquette and personal privacy—but will also show you how technology can increase equity, by allowing students to access a wealth of previously inaccessible learning materials, facilitating personalized learning pathways, allowing you to better support student learning, and making the study of the past a more active process.

Project- and Inquiry-Based Learning in the History Classroom

A stark contrast to the instructor-centered pedagogy that emphasizes content transmission, project-based teaching builds the skills characteristic of history as a discipline—locating, weighing, and interpreting primary sources, formulating a thesis, crafting an argument, and publicly presenting one's findings.  This session will offer useful, realistic advice about how to integrate project-based learning into your history classes, offering recommendations into especially valuable online archives, examples of exemplary projects, and insights into the range of projects students can create.