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Palgrave Handbook of Research in Historical Culture and Education pp 735–753Cite as

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Social Media, New Technologies and History Education

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Abstract

This chapter explores the implications of recent developments in technology and social media, having a significant impact on the way in which young people learn history in schools and outside schools. New technology not only has a positive influence on education but also has unintended negative consequences. Positioning the increasing influence of the internet and social media in history education in a broader discourse about new technology and education, Haydn and Ribbens pay attention to the potentially harmful effects on history education. Furthermore, they focus on the attributes that are helpful to history teachers and students while reflecting on ways in which well-informed use of social media helps to obviate negative consequences of ‘bad’ history.

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Author information

Authors and Affiliations

  1. School of Education, University of East Anglia, Norwich, England

    Terry Haydn

  2. Research Department, NIOD Institute for War, Holocaust and Genocide Studies (KNAW), Amsterdam, The Netherlands

    Kees Ribbens

Authors
  1. Terry Haydn
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  2. Kees Ribbens
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Editor information

Editors and Affiliations

  1. Campus de Cantoblanco, Autónoma University of Madrid, Madrid, Spain

    Mario Carretero

  2. Ruhr Universitat Bochum, Bochum, Germany

    Stefan Berger

  3. Erasmus School of History, Culture and Communication, Erasmus University Rotterdam, Rotterdam, The Netherlands

    Maria Grever

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Haydn, T., Ribbens, K. (2017). Social Media, New Technologies and History Education. In: Carretero, M., Berger, S., Grever, M. (eds) Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52908-4_38

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  • DOI: https://doi.org/10.1057/978-1-137-52908-4_38

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-52907-7

  • Online ISBN: 978-1-137-52908-4

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