ABSTRACT
This chapter focuses on historical perspectives on the role of ICT in the teaching of history. Although the educational use of computers is a fairly recent development, it already has its own ‘history’ (see for example, Abbott 2001; Molnar 1997), including contributions which focus more specifically on the role of computers in the teaching of history (Batho 1985; Dickinson 1998; Martin et al. 1997; Rykken 2000). What can we learn from this brief history?
