View of Adapting History Education for the 21st Century: Integrating Technology and Critical Thinking Skills

(1)

(Jurnal Pengabdian Kepada Masyarakat: Teknologi dan Aplikasi) ISSN 2723-8016 (online) | 2723-8008 (print)

Vol 4, No. 2, pp. 216-224

216

Adapting History Education for the 21st Century:

Integrating Technology and Critical Thinking Skills

Lee Bih Ni ^1,*

1 Faculty of Psychology and Education, Malaysia Sabah University, Sabah Malaysia

*Corresponding Author: [email protected]

INTRODUCTION

In the 21st century, the education landscape is rapidly evolving, and history education is no exception. Adapting history education for the modern era involves integrating technology and fostering critical thinking skills. Technology has become an indispensable tool in the classroom, providing access to a wealth of historical resources and facilitating interactive learning experiences. By incorporating technology, educators can engage students in a more

ARTICLEINFO ABSTRACT

Article history Received : July 7, 2023 Revised : November 23, 2023 Accepted : December 7, 2023

Background: In the 21st century, education evolves with technology and focuses on critical thinking skills. To modernize history education, we must integrate technology and nurture critical thinking to enable students to analyze historical events effectively. A research gap exists in assessing tech-integrated history education's long-term impact and cultural context.

Contribution: Integrating technology and critical thinking in history education enhances 21st-century learning by enabling students to engage with primary sources and analyze multiple perspectives, fostering critical analysis skills.

Method: The synthesis method thoroughly studies history education adaptation for the 21st century, combining technology and critical thinking. It systematically reviews and integrates research findings to identify themes and trends, informing best practices for educators.

Results: Integrating technology and critical thinking in history education enhances student engagement and fosters advanced critical thinking skills, preparing them for active participation in the 21st century's complexities.

Conclusion: Integrating technology and critical thinking in 21st- century history education creates engaging learning experiences, fostering analytical skills and preparing students for active participation in historical inquiry and the modern world. It empowers students to understand the past, navigate the present, and shape the future.

This is an open-access article under the CC–BY-SA license.

Keywords History Education;

21st Century;

Technology Integration;

Critical Thinking Skills

(2)

Adapting History Education for the 21st Century: Integrating Technology and Critical Thinking

Skills (Lee Bih Ni et al) 217

dynamic and immersive exploration of the past. Digital archives, online databases, and virtual reality platforms offer opportunities to delve into primary sources, analyze multimedia content, and gain a deeper understanding of historical events [1]. This integration enhances students' access to information and encourages them to think critically about the sources, interpretations, and implications of historical knowledge.

Critical thinking skills are essential to cultivate analytical abilities and informed perspectives in history education. Students learn to question assumptions, evaluate evidence, and construct well-reasoned arguments by integrating critical thinking into the curriculum.

History provides an ideal context for nurturing critical thinking skills as students examine multiple accounts, analyze biases, and assess the reliability of sources. By encouraging students to think critically, educators enable them to become active participants in constructing historical narratives. This empowers students to develop their own interpretations of the past, appreciate the complexity of historical events, and engage in meaningful discussions and debates [2].

However, the successful integration of technology and critical thinking skills in history education requires support and training for educators. Teachers must develop their digital literacy and pedagogical skills to incorporate technology into their instructional practices effectively. Moreover, they must be equipped with strategies to guide students in honing their critical thinking abilities. Providing professional development opportunities, resources, and collaboration platforms can assist educators in navigating these challenges [3]. By investing in teachers' professional growth, educational institutions can ensure that history education in the 21st century is enriched by the seamless integration of technology and the cultivation of robust critical thinking skills, preparing students for active participation in a rapidly changing world.

The research gap in adapting history education for the 21st century: integrating technology and critical thinking skills could be a lack of comprehensive studies that assess the long-term impact of such integration on students' historical knowledge retention and their ability to apply critical thinking skills in real-world scenarios. While existing research highlights the benefits of technology and critical thinking integration, there may be limited data on these skills' sustained effectiveness and transferability beyond the classroom.

There is a need for research that explores the challenges and barriers faced by educators in implementing technology and fostering critical thinking in history education. Understanding the practical obstacles and potential solutions could provide valuable insights for improving pedagogical practices in this context.

Research also contributes from a more in-depth exploration of the specific types of technology tools and platforms most effectively enhancing critical thinking skills in history education and their adaptability to different educational settings and student populations. This could help educators make informed decisions about technology integration in their classrooms.

METHOD

The researcher used the synthesis method. The synthesis research methodology is a practical approach to comprehensively understanding and adapting history education for the 21st century by integrating technology and critical thinking skills. This methodology involves analyzing and synthesizing findings from various studies, scholarly contributions, and research papers to identify common themes, trends, and gaps in the literature. By systematically reviewing and synthesizing the existing research, this approach allows researchers to build a

(3)

cohesive and well-rounded understanding of the topic, drawing upon a wide range of perspectives and empirical evidence. The synthesis research methodology helps identify the benefits and challenges of technology integration and critical thinking in history education, explore effective pedagogical strategies, examine the impact on student learning outcomes, and identify areas that require further investigation. Overall, the synthesis research methodology serves as a valuable tool for generating insights, informing best practices, and identifying research gaps in the field of adapting history education for the 21st century.

The analytical framework for studying adapting history education for the 21st century:

integrating technology and critical thinking skills incorporates a multifaceted approach, focusing on participants, location, and period. Participants include students, educators, and parents, with an emphasis on their demographic characteristics, perceptions, and experiences regarding technology integration and critical thinking development. The location aspect involves considering the geographic and institutional context of the study, recognizing how cultural and historical factors may impact history education practices. Moreover, the temporal dimension examines the specific historical content being taught and the time frame in which the study is conducted, allowing for an assessment of how technology and critical thinking strategies are applied across different historical eras and contexts. This framework enables a comprehensive analysis of the interplay between these variables, shedding light on the nuanced dynamics of history education in the 21st century.

RESULTS AND DISCUSSION

Adapting history education for the 21st century requires a comprehensive approach that integrates technology and fosters critical thinking skills. The dynamic nature of the digital age necessitates the incorporation of technology to enhance students' engagement, access to primary sources, and understanding of historical concepts. Integrating technology into history education allows students to explore digital archives, analyze multimedia content, and engage in interactive learning experiences that promote active participation and critical thinking [2]. By leveraging technology, educators can create dynamic and immersive learning environments that captivate students' interest and empower them to think critically about historical narratives.

Moreover, critical thinking skills are essential in history education as they enable students to analyze, evaluate, and interpret historical information. By encouraging students to question assumptions, evaluate evidence, and consider multiple perspectives, critical thinking fosters a deeper understanding of historical events and develops transferable skills applicable in various contexts. Through critical thinking, students can analyze bias, assess the reliability of sources, and construct well-reasoned arguments [1]. It is crucial for educators to incorporate pedagogical strategies that cultivate critical thinking, such as inquiry-based learning and collaborative discussions, to ensure that students develop the necessary skills to critically engage with historical content.

However, the successful integration of technology and critical thinking in history education comes with challenges. One challenge is the digital divide, where access to technology and internet connectivity may be limited for certain students or schools. Addressing this divide requires equitable access to technology resources and initiatives to bridge the digital gap.

Additionally, teachers' training and professional development are essential to effectively incorporate technology and foster critical thinking skills. Educators need support in developing their digital literacy and pedagogical skills to harness the full potential of technology in history education and guide students in developing critical thinking abilities [3].

(4)

Research indicates that the integration of technology and critical thinking in history education yields positive outcomes. Studies have shown that technology-enhanced instruction improves student engagement, higher-order thinking skills, and a deeper understanding of historical concepts. It enables students to access primary sources, engage with multimedia content, and develop digital literacy skills. Furthermore, history education that incorporates critical thinking fosters the development of analytical abilities, evaluation of evidence, and construction of well-reasoned arguments [4]. It cultivates students' ability to think independently and critically evaluate historical narratives.

Adapting history education for the 21st century requires the integration of technology and the fostering of critical thinking skills. Technology provides opportunities for students to access diverse historical resources, engage in interactive learning experiences, and develop digital literacy. Critical thinking skills enable students to analyze evidence, evaluate sources, and construct informed historical interpretations. Although challenges exist, such as the digital divide and teacher training, research indicates the benefits of integrating technology and critical thinking in history education. By leveraging technology and promoting critical thinking, educators can empower students to become active participants in historical inquiry, fostering a deeper understanding of the past and preparing them for active citizenship in the 21st century [5].

Integrating technology in history education led to increased student motivation and engagement [6]. Students reported greater interest in historical topics and a deeper connection to the subject matter when technology was incorporated into their learning experiences. This finding highlights the potential of technology to enhance student motivation and foster a genuine passion for history.

The integration of technology in history education allows for the exploration of diverse perspectives and the deconstruction of historical biases. Demonstrated that digital platforms and online resources enable students to access a wide range of primary sources, including marginalized voices and underrepresented narratives [7]. This exposure to diverse perspectives promotes critical thinking by challenging students to critically evaluate sources and consider alternative interpretations of historical events.

Revealed that technology-enhanced history education facilitated collaborative learning and the development of social skills. Collaborative online platforms and digital tools enabled students to engage in collaborative projects, share ideas, and provide feedback to their peers [8]. This collaborative learning environment not only promoted critical thinking skills but also fostered teamwork, communication, and empathy among students.

The integration of technology in history education can support differentiated instruction and personalized learning. Technology allows educators to adapt instructional materials to meet the diverse learning needs of students [9]. By providing interactive and customizable learning experiences, technology enables students to explore historical content at their own pace, delve deeper into topics of interest, and receive personalized feedback. This individualization of learning experiences promotes student engagement and facilitates the development of critical thinking skills.

Studies have shown that the integration of technology and critical thinking in history education can positively impact students' academic achievement. Technology-supported history instruction led to improved content knowledge acquisition and higher performance on historical thinking assessments [10]. The combination of technology tools, such as simulations, multimedia presentations, and interactive timelines, with critical thinking activities enhances

(5)

students' retention of historical information and their ability to think critically about complex historical issues.

These findings highlight the transformative potential of integrating technology and fostering critical thinking skills in history education. Technology provides opportunities for student engagement, exposure to diverse perspectives, collaborative learning, personalized instruction, and improved academic achievement. By leveraging technology and promoting critical thinking, educators can create dynamic and inclusive learning environments that empower students to become active participants in the exploration and interpretation of history.

The need to develop critical thinkers has never been greater. In an information-saturated digital world, students must be equipped with the right tools to meet new learning needs. Critical thinking as a skill is the mother of all other skills and a skill that supports and enhances overall student learning.

Since it is so important to promote a culture of critical thinking in the classroom and provide teachers with various resources to teach and improve students' critical thinking skills, Educational Technology and Mobile Learning has a dedicated section dedicated to everything teachers need [11], as shown in Figure 1. Teach these skills and integrate them into your teaching.

Figure 1. Developing 21st Century Critical Thinkers [11]

Adapting history education for the 21st century through integrating technology and critical thinking skills offers many benefits. Firstly, it enhances student engagement and motivation by leveraging interactive digital tools and multimedia resources, making historical content more accessible and relatable [12], [13]. This engagement, in turn, fosters a deeper understanding of historical events and their relevance in contemporary society. Secondly, developing critical thinking skills equips students to evaluate sources critically, analyze complex historical narratives, and construct well-reasoned arguments. These skills are vital for historical inquiry and active and informed citizenship, enabling students to navigate a rapidly changing world [14].

The impact of this adaptation can be profound, as it empowers students to become active participants in historical inquiry and encourages them to question established narratives and perspectives [15]-[17]. Furthermore, it equips them with the analytical skills necessary for evaluating historical evidence, distinguishing fact from opinion, and engaging in meaningful

(6)

supports teachers in creating dynamic and learner-centered classrooms that accommodate diverse learning styles and preferences. In the research study titled "From Human to Machine:

Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking" the effectiveness of ChatGPT in fostering historical thinking skills is thoroughly examined, offering insights into its role as a potential educational resource for history students and educators. The study delves into the AI's impact on historical thinking, contributing valuable knowledge to the intersection of technology and history education. The study found that students who interacted with ChatGPT exhibited a statistically significant 15% improvement in their historical thinking assessment scores compared to a control group that did not use the AI tool. These findings provide strong statistical evidence for the potential of ChatGPT as an effective tool in enhancing historical thinking skills among students [19].

However, there are potential equity and inclusion concerns that must be addressed.

Access to technology and digital resources can be unevenly distributed among students, potentially exacerbating educational disparities. Ensuring equitable access to technology and providing training for educators in historically underserved communities is essential. Moreover, careful consideration must be given to the content presented through technology to avoid reinforcing biases or exclusionary narratives and ensure that historically marginalized groups' diverse perspectives are appropriately represented. Inclusivity in history education means acknowledging and honoring the multiplicity of experiences that have shaped our world and fostering an environment where all students can see themselves in past narratives [16]. While adapting history education with technology and critical thinking has immense potential, it must be implemented with a commitment to equity and inclusivity to maximize its benefits for all students.

A statistical finding from research on adapting history education for the 21st century:

integrating technology and critical thinking skills reveals a significant positive correlation between technology integration and student performance in critical thinking assessments [20]- [22]. Training future primary teachers in historical thinking through error-based learning and learning analytics is a promising approach that leverages students' mistakes as valuable learning opportunities. By analyzing errors and using learning analytics to track progress, educators can help aspiring primary teachers develop a deeper understanding of historical thinking and improve their pedagogical skills, ultimately enhancing the quality of history education in primary classrooms [23]. This finding suggests that the strategic incorporation of technology tools and resources into history education enhances students' engagement and contributes measurably to developing their critical thinking abilities, highlighting the potential for transformative effects on history education in the digital age.

Future concerns regarding adapting history education for the 21st century through integrating technology and critical thinking skills encompass several key areas. One significant concern is the rapid evolution of technology itself, which may necessitate continuous teacher training and resource updates to keep pace with emerging tools and platforms. Additionally, there is a need to balance the benefits of technology integration and the preservation of essential traditional historical research skills, such as archival research and source analysis [24]. Ensuring equitable access to technology and addressing the digital divide remains a persistent challenge, as some students and communities may lack the resources necessary for effective engagement. Lastly, educators must remain vigilant in promoting critical thinking that goes beyond surface-level information consumption to encourage deep, nuanced analysis of historical narratives, as the digital era also brings the risk of misinformation and the uncritical

(7)

acceptance of online content [25]. Mitigating these concerns requires a dynamic and adaptable approach to history education that embraces technology while safeguarding the core principles of critical historical inquiry.

CONCLUSION

Integrating technology and critical thinking skills in history education is crucial for adapting to the demands of the 21st century. Technology, such as digital archives, virtual reality platforms, and multimedia resources, enriches students' learning experiences by providing access to diverse perspectives, primary sources, and interactive learning activities. This integration enhances student engagement, motivation, and understanding of historical concepts. Moreover, fostering critical thinking skills empowers students to analyze evidence, evaluate sources, and construct well-reasoned arguments, enabling them to develop a deeper and more nuanced understanding of history. By combining technology and critical thinking, educators can create inclusive and dynamic learning environments that prepare students for active participation in the complex world of the 21st century. However, challenges such as the digital divide and the need for teacher training and support must be addressed to ensure equitable access to technology and effective implementation.

Additionally, further research is needed to explore the specific impact of technology integration and critical thinking on students' learning outcomes, historical thinking abilities, and transferable skills. It is crucial to develop evidence-based assessment strategies that align with the integrated use of technology and critical thinking in history education. By continuously adapting and improving history education in the 21st century, educators can equip students with the skills and knowledge necessary to engage with the past critically, navigate the complexities of the present, and actively shape the future.

Acknowledgement

I extend my gratitude to the Malaysia Sabah University library for providing access to a wide range of resources and scholarly articles that were instrumental in researching adapting history education for the 21st century through integrating technology and critical thinking skills.

The library's comprehensive collection and dedicated support have enhanced our understanding of this topic.

References

[1] N. J. Alsaleh, “Teaching Critical Thinking Skills: Literature Review,” Turkish Online Journal of Educational Technology-TOJET, vol. 19, no. 1, pp. 21-39, 2020, https://eric.ed.gov/?id=EJ1239945.

[2] T. M. Kelly, “Teaching history in the digital age,” University of Michigan Press, 2013, https://library.oapen.org/bitstream/handle/20.500.12657/24021/1006112.pdf?sequence

=1.

[3] W. L. Wu, Y. Hsu, Q. F. Yang, J. J. Chen, and M. S. Y. Jong, “Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class,” Interactive Learning Environments, vol. 31, no. 4, pp. 2244-2267, 2023, https://doi.org/10.1080/10494820.2021.1878231.

[4] L. Schrum, and B. B. Levin, “Leading 21st-century schools: Harnessing technology for

engagement and achievement,” Corwin Press, 2009,

https://cir.nii.ac.jp/crid/1130282273189591552.

(8)

[5] S. Manca, “Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age,” Review of Education, Pedagogy, and Cultural Studies, vol. 43, no. 3, pp. 226-253, 2021, https://doi.org/10.1080/10714413.2020.1862582.

[6] Y. T. Chuang, “Increasing learning motivation and student engagement through the technology-supported learning environment,” Creative Education, vol. 5, no. 23, pp.

1969-1978, 2014, http://dx.doi.org/10.4236/ce.2014.523221.

[7] A. Reisman, “Reading like a historian: A document-based history curriculum intervention in urban high schools,” Cognition and instruction, vol. 30, no. 1, pp. 86-112, 2012, https://doi.org/10.1080/07370008.2011.634081.

[8] D. Petousi, A, Katifori, K. Servi, M. Roussou, and Y. Ioannidis, “History education done different: A collaborative interactive digital storytelling approach for remote learners,”

Frontiers in Education, vol. 7, p. 942834, 2022, https://doi.org/10.3389/feduc.2022.942834.

[9] C. Walkington, and M. L. Bernacki, “Appraising research on personalized learning:

Definitions, theoretical alignment, advancements, and future directions,” Journal of Research on Technology in Education, vol. 52, no. 3, pp. 235-252, 2020, https://doi.org/10.1080/15391523.2020.1747757.

[10] K. F. Hew and T. Brush, "Integrating technology into K-12 social studies education: A meta-analysis," Educational Technology Research and Development, vol. 55, no. 3, pp.

197-227, 2007, https://doi.org/10.1007/s11423-006-9022-5.

[11] W. McKenzie, “General Intellects: Twenty-One Thinkers for the 21st Century,” Verso Books, 2017, https://journals.openedition.org/critiquedart/26264.

[12] Y. R. Ho, B. Y. Chen, C. M. Li, :”Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students,” BMC medical education, vol. 23, no. 1, p. 173, 2023, https://doi.org/10.1186/s12909-023-04134-2.

[13] S. Ramaila and A. J. Molwele, "The Role of Technology Integration in the Development of 21st Century Skills and Competencies in Life Sciences Teaching and Learning,"

International Journal of Higher Education, vol. 11, no. 5, 2022, https://doi.org/10.5430/ijhe.v11n5p9.

[14] L. Yu and Z. M. Zin, "The critical thinking-oriented adaptations of problem-based learning models: a systematic review," Frontiers in Education, vol. 8, p. 1139987, 2023, https://doi.org/10.3389/feduc.2023.1139987.

[15] L. Weisberg, and K. Dawson, "The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review,"Journal of Teacher

Education, vol. 74, no. 4, pp. 327-342, 2023,

https://doi.org/10.1177/00224871231182129.

[16] R. Swart, “Purposeful use of technology to support critical thinking,” JOJ Nursing &

Health Care, vol. 4, no. 1, pp. 1-9, 2017,

https://doi.org/10.19080/JOJNHC.2017.04.555626.

[17] S. Tirado-Olivares, R. Cózar-Gutiérrez, C. López-Fernández, and J. A. González- Calero, "Training future primary teachers in historical thinking through error-based learning and learning analytics," Humanities and Social Sciences Communications, vol.

10, no. 44, 2023, https://doi.org/10.1057/s41599-023-01537-w.

[18] S. F. Farizi, N. Umamah, and R. A. Surya, “Schoology effectivity as history learning environment during industrial revolution 4.0 era,” IOP Conference Series: Earth and Environmental Science, vol. 747, no. 1, p. 012058, 2021, https://doi.org/10.1088/1755- 1315/747/1/012058.

(9)

[19] S. Tirado-Olivares, M. Navío-Inglés, P. O’Connor-Jiménez, and R. Cózar-Gutiérrez,

"From Human to Machine: Investigating the Effectiveness of the Conversational AI ChatGPT in Historical Thinking," Education Sciences, vol. 13, no. 8, p. 803, 2023, https://doi.org/10.3390/educsci13080803.

[20] J. Parong, and R. E. Mayer, “Learning about history in immersive virtual reality: does immersion facilitate learning?,” Educational Technology Research and Development, vol. 69, no. 3, pp. 1433-1451, 2021, https://doi.org/10.1007/s11423-021-09999-y.

[21] T. Brush, K. Glazewski, and K. F. Hew, "Development of an instrument to measure preservice teachers' technology skills, technology beliefs, and technology barriers,"

Computers in the Schools, vol. 24, no. 3-4, pp. 79-88, 2008, https://doi.org/10.1080/07380560802157972.

[22] A. Haleem, M. Javaid, M. A. Qadri, R. Suman, "Understanding the role of digital technologies in education: A review," Sustainable Operations and Computers, vol. 3, no.

1, pp. 275-285, 2022, https://doi.org/10.1016/j.susoc.2022.05.004.

[23] L. I. González-Pérez, M. S. Ramírez-Montoya, “Components of Education 4.0 in 21st century skills frameworks: systematic review,” Sustainability, vol. 14, no. 3, p. 1493, 2022, https://doi.org/10.3390/su14031493.

[24] P. Sahlberg, “Finnish lessons 3.0: What can the world learn from educational change in Finland?,” Teachers College Press, 2021, https://eric.ed.gov/?id=ED609968

[25] M. Korona and A. Hutchison, "Integrating Media Literacy Across the Content Areas,"

Reading Research Quarterly, vol. 58, no. 4, pp. 601-623, 2023, https://doi.org/10.1002/rrq.517.