For our students to begin learning historical skills, they must be supported as they develop their literacy capabilities. So often students have been limited in their achievement in History due to their literacy skills. 4) points out, “new technologies are emerging that constantly shift the boundaries of possibilities” in the context of history teaching and learning. In particular, the schoolwide use of Microsoft OneNote is supported through research-based in-house professional development.Īs the use of information technology is becoming an integral part of the learning process, History teachers have the opportunity to embrace new ways of working to support our students – including those who struggle to read and write in our classrooms. My school embraces the use of Microsoft Surface Pro tablet devices, and the Office 365 suite of programs is embedded within the curriculum. It is this suite of products that is utilised by History and Modern History students in my classroom. While products like the ones discussed in this article may exist in some form in other platforms, my experience is with the Microsoft Office 365 and Windows 10 suites. The context of this reflection is important.Īt my school the use of edtech is ensuring that student learning is the primary objective. It reflects on experiences and feedback relating to those products within a particular school environment that makes widespread use of Microsoft products but it is important to emphasise at the outset of this article that this article is not written as a “promotional piece” or “infomercial” for Microsoft Office. This article provides an overview of students’ experiences when using Microsoft’s Learning Tools within the History classroom. How might Microsoft’s suite of Learning Tools be used by secondary History teachers and students? A version of this article was originally published in the QHTA Qhistory Journal

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