ABSTRACT
This chapter aims to explore various questions surrounding two specific issues: the ongoing changes in history education as a result of our current networked society – i.e. the digital world – and, in this context, the different digital resources that are used in the classroom and the problems arising from their use. This analysis will highlight the importance of devices and methodologies, whether they are valid or not, depending on how they are used. This text will emphasize the non-neutrality of the digital space and will focus in particular on the educational policies that promote it, in order to highlight the importance of developing media and historical literacy that is far removed from the idea of “technological panacea”.
