Teaching With Digital Media to (Re)Imagine Narratives in U.S. History: An Experimental Study

• In Event: Resisting the Paradigm: Connecting Culture, Narrative, and Innovation in Educational Practice

Abstract

The current dominant narrative in U.S. history needs to be (re)imagined integrating the contributions and experiences of marginalized communities. The current study presents results from a cluster randomized controlled trial of 24 teachers, 86 classrooms, and 1236 students. We examined the impact of digital media resources that feature non-dominant perspectives from the American Revolution and Early Independence eras on students' historical content knowledge and thinking skills. The treatment had a positive effect on students’ historical content knowledge and thinking skills and teachers reported that students understand multiple perspectives in history. This study provides promising evidence concerning the positive educational benefits that may be derived from exposing students to digital media.

Authors

• Katrina Borowiec, Boston College

• Kensy Jordan, GBH

• Joshua Littenberg-Tobias, GBH