ABSTRACT
This chapter draws extensively on developments in practice in U.K. higher education as well as on the author's experience of designing history courseware and teaching history courses that make use of computers. Particularly important sources surveys of developments in history teaching, national benchmark criteria for teaching quality review, and recent research on implementation strategies for integrating Information and Communication Technology (ICT) into history teaching. Expanding the use of computers in the history classroom does require greater planning, resources, and technical knowledge, but the rewards can be great, and the same model of establishing outcomes, assessment, content, and teaching method can be used. Glasgow's experience is by no means unique, and there is a wealth of experience on effective educational practice on which to draw on both sides of the Atlantic. The dissemination of this experience through organizations such as the Association for History and Computing (AHA) has aided the organic growth of computers in history teaching from the 1980s.
