Are history faculty stuck in the pedagogy of the past or have they embraced new technologies in their teaching?

The upcoming generation of historians is probably more tech savvy than their predecessors. However, among tenured faculty, history professors are really behind the curve. Data from the 2004 National Study of Postsecondary Faculty demonstrates that, in comparison to their colleagues in other disciplines, tenured history faculty are comparatively unlikely to use technology in their classrooms and teaching. The following figures list the proportion of tenured faculty in each discipline who use both web sites and e-mail in their classes:

• Computer sciences: 73.75%


• Business: 63.12%


• Engineering: 57.68%


• Economics: 56.87%


• Political science: 56.43%


• Teacher education: 54.88%


• Physical sciences: 52%


• Mathematics: 50.59%


• Foreign languages: 48.71%


• Philosophy and religion: 47.41%


• Communications: 47.24%


• Nursing: 46.29%


• Other social sciences: 45.75%


• Agriculture and home economics: 45.46%


• Psychology: 44.6%


• Biological sciences: 44.58%


• Other education: 44.4%


• Law: 44.37%


• All other programs: 43.03%


• English and literature: 42.86%


• Sociology: 42.66%


• Occupationally specific programs: 41.03%


• Other health sciences: 40.67%


• History: 39.13%


• Fine arts: 33.4%


• First-professional health sciences: 26.03%

Why is history almost at the bottom of this list? Are tenured history faculty that resistant to new technologies? Or do they primarily envision technology as a tool for their research and writing, and not as something that will transform their teaching?

If you are a tenured history faculty who feels technologically challenged or illiterate, please do not despair. I have a web site that can help you. It is the Center for History and New Media. Best wishes with your foray into new technologies. You will likely find your teaching and research enriched by the experience.