About the Project
The Teaching and Learning History in the Information Age Project is David Chilton’s doctoral project.
ON THIS PAGE:
Methodology
The project has used Delphi Methodological approach to reach a consensus among a group of experts. The aim of the Delphi approach is to build consensus among a group of experts through a series of questionnaires (Dalkey & Helmer, 1963; Green, 2014; Oxley et al., 2024). Following an initial review of relevant scholarly literature, we identified ten experts in fields relevant to the project and conducted semi-structured interviews with nine of them who accepted the invitation to participate in the research. A questionnaire instrument was developed based on the interview data. The questionnaire contained statements that participants could indicate their agreement with using a 5-point Likert Scale and open-ended questions.
At the completion of the first questionnaire, we analysed the responses in preparation for a second survey. Questions that had a clear consensus—all participants in agreement or neutral and none disagreeing—were removed. Additional questions for Round 2 were developed based on participants’ suggestions. Participants were asked to review their Round 1 response in light of the group’s responses and re-rate their answers. Following Round 2, we analysed the results and determined that a median result ≥4 (of 5, when ‘Strongly Agree’ = 5; ‘Strongly Disagree’ = 1 ) and Inter-Quartile Range ≤1showed consensus among the group.
Round 3 included some questions where there was still not a clear consensus as well as open-ended questions.
Participants
Expert history teachers from New South Wales, Australia, were identified through our professional networks and invited to participate in the project via email. We also asked prospective participants to pass on the invitation to other expert teachers in their professional networks—a method known as snowball sampling (Schreier, 2018). Prospective participants’ expertise was judged using a range of factors, such as years and nature of experience; qualifications; leadership positions; and relevant publications; and, using the method outlined by Okoli and Pawlowski (2004) mapped onto a worksheet. In total, 44 expert history teachers accepted the invitation to
participate and complete the first survey. As with other Delphi studies (Oxley et al., 2024; Pincombe et al., 2013), we experienced some attrition, with 25 participants completing the final survey.
Key Findings
A teachers’ consensus definition of historical thinking:
For NSW History students, Historical Thinking can be defined as the types of thinking that historians do, when they construct meaning about the people and events of the past. Historical thinking involves examining historical sources and includes, but is not limited to, using historical concepts, such as cause and effect, significance and contestability; historical inquiry, and the evaluation and construction of historical texts.
The purpose of historical thinking in the information age:
In the information age, the study of history is important because it helps students to understand the society in which they live; the very nature of the human condition; and civic mindedness. Learning how to think historically also equips students with the critical literacy and interpersonal skills necessary to thrive in the information age.
Teaching historical thinking involves a variety of strategies that include explicit teacher instruction or modelling, scaffolded student practice and independent student practice. Sometimes, access to the internet and information processing technologies are helpful—but not always. In fact, the most important strategies are undermined by online technologies that facilitate student shortcuts.
The constant presence of the internet is shaping teachers’ goals and priorities (non-syllabus outcomes)—without teachers realising.
Teaching students to think historically online is more complex than offline.
Students need explicit instruction in general online learning behaviours, not just historical thinking.
On-demand access to the Internet offers gains in access to sources, historical research and perspective taking, but not other key facets of historical thinking.
Get Involved
Interested in contributing to the research?
You and your students are invited to participate in the project by sharing your feedback and views about thinking historically online:
Teachers: 20-30 minute interview (Zoom or Face to Face)
Students: 30-45 minute focus group in small groups (subject to school, student and parent consent)
If you would like to accept the invitation to participate further in the project, please complete the contact form on the right and David Chilton will get in touch.