ABSTRACT
Middle school history students are at a crossroads themselves; their liminal stage is less of a revolutionary situation and more an age-old liminal stage of development. History is about people, about culture. We need to make sure that whatever content is being taught, whatever pedagogy is being used, that the study of history is made relevant to students, and that somehow it touches their lives. We want to prepare our middle school history students for the world that they will inhabit in their own futures, not prepare them for the world from our pasts. Some educators extol the virtues of covering content and feel that giving students a comprehensive and contextualized understanding of historical content, and its effects on the present, is the correct way to teach history today. The author strongly believes that to progress as educators, we need to embrace technology in classrooms for what it can offer our students and their learning experiences.
