ABSTRACT
What do the Standards for Qualified Teacher Status (TDA, 2007) have to say about the use of ICT in subject teaching? It is important to be aware of the implications of the standards relating to ICT from the start of the course. By the end of the course you have got to be proficient in all of them, whether you are passionately enthusiastic or uncertain, sceptical and daunted by the prospect of using ICT in your teaching. Being able to use new technology to improve teaching and learning in your subject is not an optional extra. Whereas a decade ago, there were many history teachers who were profoundly sceptical about the use of ICT in the history classroom, and some who argued that it was possible to be a perfectly effective history teacher without using ICT (see, for instance, Dickinson, 1998; Easdown, 2000), there are now few history teachers who believe that you can eschew the use of new technology without in some ways limiting the learning opportunities of your pupils (Haydn, 2004). Given that history is now seen by some as being about ‘learning to manage complex subjects and manipulate data’ (Rollason, 1998), it would be surprising if ICT was not capable of contributing to teaching and learning in history.
