ABSTRACT
In Chapter 2 of this volume, on the basis of the most wide-ranging empirical study of its kind, Scott Harrison paints an honest picture of widespread poor practice in the use of ICT in school history teaching. For those of us who have worked extensively in this area, as teachers, as managers, as advisers, as trainers – initial and in-service – and as researchers, this does not come as a surprise. In fact, it is welcome. It confirms the extent of the problem and goes some way towards an analysis of it.
