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111
History, ICT and Learning in
the Secondary School

113 Despite the high profile of ICT in education, finding practical and mean-
ingful ways to integrate ICT with lessons can be a difficult and
overwhelming task. This book explores the current use and the poten-
tial of ICT in the secondary history curriculum, and offers sound theory
and practical advice to help secondary history teachers use ICT effec-
tively.

0 Key areas covered are:

• Getting started in ICT and history

• Short, medium and long-term planning
• Using ICT to develop historical understanding and skills
• Data handling in the history classroom
• ICT and maps
• Integrating virtual resources with the real world of teaching and
learning

0 With contributions from leading academics and practitioners in history

education, this book will be important reading for all secondary history
teachers and trainee teachers, and will also be of interest to upper primary
school teachers.

Terry Haydn is a senior lecturer in education at the University of East

Anglia. Christine Counsell is a lecturer in education at the University
of Cambridge.

11
111
History, ICT and Learning
in the Secondary School

113 Edited by
Terry Haydn and
Christine Counsell

11
First published 2003
by RoutledgeFalmer
11 New Fetter Lane, London EC4P 4EE
Simultaneously published in the USA and Canada
by RoutledgeFalmer
29 West 35th Street, New York, NY 10001
This edition published in the Taylor & Francis e-Library, 2004.
RoutledgeFalmer is an imprint of the Taylor & Francis Group
© 2003 Selection and editorial matter, Terry Haydn and
Christine Counsell; Individual chapters, the contributors
All rights reserved. No part of this book may be reprinted
or reproduced or utilised in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record for this book has been requested

ISBN 0-203-22228-8 Master e-book ISBN

ISBN 0-203-27678-7 (Adobe eReader Format)

ISBN 0–415–26349–2 (pbk)
ISBN 0–415–30531–4 (hbk)
111
Contents

113 List of illustrations vii

Introduction 1
TERRY HAYDN

1 Computers and history: rhetoric, reality and the

lessons of the past 11
0 TERRY HAYDN

2 The use of ICT for teaching history: slow growth,

some green shoots. Findings of HMI inspection,
1999–2001 38
SCOTT HARRISON

3 The forgotten games kit: putting historical thinking

first in long-, medium- and short-term planning 52
CHRISTINE COUNSELL
0
4 Building learning packages: integrating virtual
resources with the real world of teaching and
learning 109
BEN WALSH

5 Relating the general to the particular: data handling

and historical learning 134
DAVE MARTIN

0 6 ICT + maps: a significant development for

teachers of history 152
11 LEZ SMART WITH MIRIAM NORTON
vi Contents
7 Using ICT to develop historical understanding
and skills 176
ISOBEL RANDALL

8 What do they do with the information? Working

towards genuine interactivity with history and ICT 192
TERRY HAYDN

9 Getting started in history and ICT 225

ALF WILKINSON

10 History, ICT and learning 2002–10 249

CHRISTINE COUNSELL AND TERRY HAYDN

Index 261
111
Illustrations

Figures
113
1.1 Features identified as enabling learning during lectures 17
3.1 Three extracts from different websites commenting
on the film Michael Collins 59
3.2 Progression in essential historical learning that may
be ICT-dependent (type A) 65
3.3 Progression in essential historical learning that is
0 non-ICT-dependent (type B) 67
3.4 An example (type A) of long-term planning to secure
regular and progressive use of databases across Key
Stage 3 and GCSE 69
3.5 An example (type A) of long-term planning to secure
regular and progressive use of websites as interpretations
across Key Stage 3 and GCSE 71
3.6 An alternative classification of ICT use for the purposes
of evaluating long-term planning: content-real,
generic-real and artificial-pedagogic 81
0 3.7 Positioning different ICT–history activities using the
classification of Figure 3.6 83
3.8 An example of medium-term planning from a history
department (developed and first used in 2001) in which
ICT is used by some pupils only 91
3.9 An example of medium-term planning from a history
department where all pupils move to a networked suite
of computers in just one lesson 92
3.10 Extract from guidance on lesson objectives given to
trainees and mentors in the Faculty of Education PGCE
0 at Cambridge 97
3.11 A set of objectives for an hour’s Year 9 mixed-ability
11 lesson using census data for a locality 100
viii Illustrations
4.1 Key skills for IT 118
4.2 Some of the questions and tasks from the PRO’s
‘Snapshot’ exercise on the Great Seal of Elizabeth I 125
4.3 Part of a scheme of work integrating a medieval
monastery site visit with a reference CD-Rom and
presentation software 127
4.4 The original scheme for the British–Canadian
Twins Project 128
4.5 A programme of work using ICT in diverse ways to
develop knowledge, understanding and critical thinking
about the peace treaties of 1919–23 130
4.6 Worksheet for use with the final stage in Figure 4.5 131
5.1 The Commonwealth War Graves Commission website 137
5.2 Single panel of the war memorial at St Peter’s Church,
Dorchester, Dorset 138
5.3 Photograph of the war memorial at Holy Trinity
Catholic Church in Dorchester 139
5.4 Pie chart showing the fate of the men of the Seventh
Cavalry, US Army 141
5.5 Data file screenshot of the record for Trumpeter
John Martin 144
5.6 Screenshot of a data file on medieval kings giving a
record for King John 145
5.7 Pie chart to show how many kings had fought foreign
wars 146
5.8 Screenshot of a spreadsheet used by Year 7 pupils
to decide who was the most successful medieval king 148
6.1 How to obtain historical maps from the Ordnance
Survey 158
6.2 Aerial photograph of Cardiff Castle 161
6.3 The original tower on the motte 162
6.4 Top of the guardhouse at the base of the motte 163
6.5 View from the base of the motte looking towards the
main gate 163
6.6 The well 164
6.7 The rear gate 164
6.8 Aerial photograph with one hotspot 166
6.9 Aerial photograph with text added 167
6.10 Aerial photograph with several completed hotspots 168
7.1 Pupil-designed template for the structuring of
presentations 178
8.1 Questions about the Holocaust 206
 Illustrations ix
111 8.2 Why is it so difficult to describe how soldiers felt about
the First World War? 215
8.3 Resources and ideas about children’s understanding
of ‘time’ 216
8.4 Activity: relations between the great powers of Europe,
June 1914 219
8.5 A short test about ‘time’: dating systems, centuries and
some ‘time’ vocabulary 219
9.1 Word-processing activity on the Black Death 233–4
0 9.2 Extract from the Register of Deaths for All Saints Parish,
Newcastle-upon-Tyne 240
9.3 Setting up an empty database, or ‘shell’, using ‘fields’ 241
113 9.4 Record 4: Elizabeth Hedley 242
9.5 Using ‘The Cybrary of the Holocaust’ for a specific
enquiry 246–7

Tables
8.1 Pupil activity on contrasting reviews of Michael Collins 198
0 8.2 Years 7–11 survey results on sources of reliable
information 200

11
111
Introduction
Terry Haydn

113
An important question
How history teachers should respond to the development of new tech-
nology in their teaching is an important question – for history teachers
and trainee teachers, for their pupils, and for the health and vitality of
history in the school curriculum.
Over the past several years, ICT has developed an increasingly high
0 profile as an issue in the teaching of history, and in education generally.
As recently as 1993, 50 per cent of a cohort of trainee history teachers
reported that they had never used a computer in their teaching because
‘the thought did not occur’ (Downes 1993). It is difficult to imagine
today’s trainee history teachers providing a similar response, given the
requirements for Qualified Teacher Status in England and Wales (DfEE
1998), the pressures on history departments to incorporate ICT into
schemes of work and the high profile of ICT in the education media.
The use of computers for teaching history is also one of the most
common topics for questions at job interviews for new history teachers
0 in the UK: a recent survey found that a question on the use of ICT
featured in 93 per cent of interviews for posts as Newly Qualified
Teachers of History. In the same survey, many heads of history acknow-
ledged that they felt ‘under pressure’ to develop the use of ICT in their
departments, and some expressed concern that if ICT was not seen to
be an integral feature of schemes of work this would reflect unfavourably
in an Ofsted (Office for Standards in Education) inspection of their
department (Haydn 2001). One recent British survey on teachers’ use
of ICT found that a main reason given by teachers for using computers
in their teaching was that they felt they ought to. (Cox et al. 1999.)
0 Developments in new technology have not come, therefore, as an
unalloyed benefit for history teachers and history teacher-trainees: they
11 have also become, in a sense, a concern and a pressure. Part of the
2 Introduction
purpose of this book is to focus on the positive facets of new technology
for history teaching, and the ways in which exploring recent develop-
ments in ICT can be an interesting, enjoyable and professionally fulfilling
aspect of history teachers’ work.

The importance of a critical and open-minded

approach
In spite of the massive claims made for the use of computers in educa-
tion, it is now widely acknowledged that there is a ‘rhetoric–reality’ gap
(Trend et al. 1999) between many of the claims made and what is actu-
ally being delivered in schools in the United Kingdom (see Chapter 1).
In terms of the impact of new technology on the educational process,
the television and video-recorder have had more impact on the class-
room practice of history teachers in the UK than has the computer
(Haydn, 2001).
It is worth noting that not all countries have invested in ICT with
the same enthusiasm and largesse as the UK: as Behre (1998: 58) points
out, ‘Compared to Sweden, most countries in Europe go easy, or even
very easy, in computerising their schools. The question is whether they
are so conservative that they have not grasped the idea, or whether they
are smart, having understood that the school has more important things
to do.’
British politicians (of all parties) have tended towards enthusiastic
espousal of ICT in education, with Tony Blair (interviewed on A Week
in Politics, C4, 18 February 1995) proclaiming that ‘the future lies in the
marriage of education and technology. The knowledge race has begun.
The pace of technological change means the task is urgent. Knowledge
is power. Information is opportunity . . .’; and Charles Clarke, as
minister of state for the Department for Education and Employment,
elevating new technology above even literacy and numeracy in
declaring: ‘Familiarity with ICT is the most vital life skill for the gener-
ation now going through school’ (quoted in the Guardian, 9 March
1999). Political enthusiasm has been matched by financial investment;
Britain comes fairly near the top of the international league table in terms
of computer–pupil ratios, and school connection to the Internet. (Abbott
2001; OECD 2000; Research Machines 1997). Japan, by comparison,
has far fewer computers per pupil, and has not placed investment in ICT
at the top of its list of educational priorities.
Nor is there a universal consensus over ‘the digital divide’: the worry
that there will be an ‘information underclass’ who lack ICT access and
skills, and who will be thereby disadvantaged in the labour market – and
 Terry Haydn 3
111 in life generally. Although the DfEE (1997) and the OECD (2000)
have expressed such concerns, others have argued that ‘the privileged
may well be the unplugged’ (Technonerds, C4, 19 March 1996), and that
investment in computers may be disadvantaging pupils by reducing
expenditure on the more cost-effective and higher quality resource of
books (see, for example, Howson 1999; Johnson 1999). As for the
question of which attitudes to new technology in education are the most
helpful, it is, as Chou En-Lai said of the significance of the French
Revolution, too early to say. We should, however, keep in mind that
0 twenty years ago the use of television in the history classroom, which
many history teachers now find an invaluable asset, was not as effectively
embedded into classroom practice as is now the case.
113 The position of the contributors to this book is not that of techno-
fundamentalists who are arguing for the use of ICT in history as best
practice per se; nor are they suggesting that the more ICT is used, the
better an education in history it will be. It is rather that, given what ICT
can do, and given also the relationship between ICT and the discipline
of history, it seems unlikely that there will be no opportunities presented
for improving teaching and learning in history, and that if we do not
0 explore these opportunities there is a danger that we will be doing our
pupils a disservice, and limiting the ways in which they learn and benefit
from a historical education. Given the pace of technological change over
the past few years (and the huge administrative and initiative burdens
placed on teachers), it is reasonable to suggest that history teachers have
had neither the time nor the facilities to explore fully the potential of
new developments in ICT, and incorporate them into their schemes of
work and classroom practice. If your department is not at the ‘cutting
edge’ in terms of the deployment of new technology, you can draw re-
assurance from the consideration that you are not on your own, and that
0 many other departments are wrestling with the question of how to make
full and best use of ICT, given the limitations on both time and access.
The book draws on the experience of a range of people with experi-
ence of working with and observing teachers and departments who have
found helpful and effective ways of enhancing teaching and learning in
history through the use of ICT.
Most of the contributors to the book are members of HABET, the
Historical Association’s advisory body on educational technology.
Members of the group have a shared interest in the ways in which new
technology might impact on teaching and learning in history. They are
0 not ‘techno-fundamentalists’ (see Chapter 1); the role of the committee
over the past several years has been to explore recent developments in
11 ICT which might be of use and interest to history teachers.
4 Introduction
The DfEE’s assertion (quoted in Cohen 1999) that ‘there is no place
for scepticism’ about the role of new technology in education sits
uneasily with the historian’s ideas about judgements having to be based
on evidence and experience. Among the proclaimed benefits of the study
of history are that it enables people to develop skills of critical evalua-
tion, an ability to analyse problems and questions, and to make informed
judgements on the basis of evidence (DES 1985).

Three propositions

(a) The need to think carefully about exactly what ICT can
and cannot do
One of the propositions advanced in the book is that if we are to address
the gap between the claims made for ICT in history education and what
is currently being delivered, there is a need to think carefully about what
ICT can and can not offer teachers and learners in history, and to refrain
from accepting claims at face value. This includes an appreciation of
the drawbacks and limitations of some facets of new technology. If com-
puters are so wonderful why isn’t everybody using them as a routine
part of their teaching? Understanding this is part of finding ways forward.
Many of the wilder claims for the potential of ICT come from those
who work at some distance from the classroom, or who are making
money from selling technology to schools. Careful scrutiny of the views
and experience of teachers, and of those with experience of instructional
design in ICT, reveals that the latter are more cautious and circumspect
in the claims they make. In spite of the inchoate enthusiasm of some
politicians, ICT is not an unproblematic educational miracle, and there
is a need to think through exactly what benefits (and dangers) particular
applications offer.

(b) The need to take account of ideas about how children learn
A second proposition is that the use of ICT in the teaching and learning
of history needs to take account of ideas about learning and about the
difference between information and knowledge. Most teachers are aware
that ‘just because you’ve taught it doesn’t mean that they have learned
it’, and that a simple transmission model does not operate in education.
(In how many lessons do all the pupils learn everything that the teacher
is trying to teach?) In spite of this, there has been a tendency on the part
of some proponents of the educational uses of ICT to assume that
providing access to information is the equivalent of learning.
 Terry Haydn 5
111 Ihalainen (1995) points out that instructional technology does not
operate in isolation:

Its application is governed by learning theory, and it is greatly

affected by infrastructure issues like room design and connectivity.
In short, information technology is part of an educational system
and is therefore interdependent with all the other components of
instruction.

0 This means thinking not just about new technology in the context of
how children learn in general, but thinking about how it ‘fits’ with the
nature of the particular subject discipline being taught.
113
(c) The need to examine the relationship between ICT, the
discipline of history and the purposes of school history
A third proposition is that we need to think hard about the nature of
history as a subject discipline, and the ways in which ideas about school
history have changed over the past 30 years, if we are to make the most
0 effective use of ICT. Most history teachers now accept that teaching the
subject requires going beyond ‘the simple transmission of consensual
narratives’ (Britt et al. 2000: 437), and into issues of interpretation, signif-
icance and the testing of the reliability of claims. New technology offers
the possibility of presenting and exploring such issues in a variety of
ways. In a society which is now frequently described as ‘The Information
Society’, teaching young people how to handle information intelligently
is an important part of education for citizenship and adult life in general.
The head of history at Durham University, David Rollison (1998),
argued that ‘history now is about learning to manage complex subjects
0 and manipulate data’. Given what computers do, it would be surprising
if they were not able to make helpful contributions to these aims.
Much of the discourse and debate about ICT and education has
been non-subject specific. There is a sort of blanket assumption that ICT
applications are helpful in promoting learning irrespective of the subject
discipline to which they are applied. This flies in the face
of the classroom experience of teachers who have been developing the
use of new technology over the past twenty to thirty years. Although
there are applications that have possible uses in all subjects (for example,
the Internet), there are those which have more potential for enhanc-
0 ing learning in some subjects than in others. Data-logging software is
invaluable to the science teacher, but is of no use or interest to the
11 history teacher. The CD-Rom facility for animation offers particular
6 Introduction
opportunities to science teachers, in terms of modelling reactions; digital
cameras are particularly helpful in subjects which are involved in field-
work and site visits; integrated learning systems appear to have the
potential to help children to make progress in maths, but do not seem
to ‘work’ in history. Sharp’s study (1995) of the use of the television and
video recorder in British schools found that whereas the overwhelming
majority of history and geography teachers made regular use of television
and video, only 15 per cent of maths teachers did so. There is therefore
a need to look at ICT applications, in terms not just of what they offer
for teaching and learning in general, but of how they fit in with the sorts
of learning tasks which are specific to individual subjects.
Nor is there any necessary correlation between the sophistication of
the technology, and its utility in particular subjects. Word-processing
is not ‘cutting edge’ compared to voice recognition software, but it is
used much more commonly in history teaching as a tool to help pupils
to organise, classify and deploy information. As Walsh (1999) has pointed
out, ‘blunt edge’ and low-level ICT can make significant contributions
to children’s learning in history.

The structure of the book

The first chapter draws on research into the use of computers in history
teaching over the past twenty years, and provides an overview of the
recent use of computers in the history classroom in the UK. This in-
cludes some consideration of the experiences and perceptions of
practising history teachers, and their perspectives both on the factors
which have militated against the use of computers in the history class-
room and on some of the ways forward which have emerged, in terms
of interesting and effective work in history and ICT.
In Chapter 2, Scott Harrison, HMI, provides a summary of the recent
Ofsted inspection of National Opportunities Fund (NOF) ICT training
in history in secondary schools, pointing to some of the ‘green shoots’
emerging in terms of good practice and successful work with ICT, and
also pointing out some of the inevitable mistakes and ‘dead ends’ from
which history teachers might learn. The chapter is particularly helpful
in making the point that just putting more computers in schools will not
in itself provide all the answers: there is a need to think carefully about
the impact of new technology on the learning process in history, and
to keep in mind all the criteria for a good lesson which would obtain
even if computers were not being used. The chapter also might serve to
reassure departments struggling to integrate computers into regular
departmental practice that they are not on their own.
 Terry Haydn 7
111 In Chapter 3, Christine Counsell explores some of the planning
issues that have implications for choice, positioning and deployment of
ICT resources within a history scheme of work. Drawing on examples
of short-, medium- and long-term planning, the chapter argues that
the precision and appropriateness of the professional thinking that goes
into both a single lesson and a series of lessons underpins the achieve-
ment of genuine and worthwhile gains in pupils’ historical
understanding. Planning for progression across a Key Stage or Stages
(long term), the structuring of an enquiry or a sequence of lessons
0 (medium term) and the detailed patterning of teacher interventions
within a single lesson (short term) are all illustrated with examples. Even
without the use of ICT, any high-quality planning that attends to pupils’
113 progression in historical knowledge and understanding across different
time scales will require careful professional thought, discussion and
liaison. Therefore, where the peculiar contributions and concerns of ICT
aims and practices overlap with history’s distinctive aims and practices,
mutual under-standing between subject professionals – not just history and
ICT personnel, but those responsible for language, literacy, values or
curriculum coordination – is increasingly essential. The chapter builds a
0 vision for the future character of professional understanding and profes-
sional knowledge creation within and across subject departments. If the
full benefits of ICT are to be secured for particular curriculum areas,
then shared deep curricular and pedagogic understanding need to be
nurtured and enabled by whole-school structures, systems and core
values.
Ben Walsh’s discussion, ‘Building learning packages’ (Chapter 4),
develops one of the most important themes of the book. The chapter
explores ways in which various strands of new technology can make
incremental but sustained contributions to the quality of teaching and
0 learning in history. The emphasis is on the use of new technology as a
contributory and often minor component of lessons as against ‘special
occasion’ set-piece lessons: the ‘all-singing-all-dancing’ once or twice a
year lesson where the pupils are marched down to the network room
to ‘get ICT ticked off ’. The change in thinking towards ICT, as just
one more resource to help enrich and improve the quality of some
history lessons – along with video extracts, newspaper articles and other
‘bits and pieces’ – might be one of the more important contributions to
bridging the ‘rhetoric–reality gap’ that has been a feature of the role of
computers in education over the past twenty to thirty years.
0 Dave Martin’s consideration of the part that data handling can play
in relating the general to the particular (Chapter 5) points to a feature
11 of ICT that has particular resonance for the discipline of history. In
8 Introduction
addition to the potential of data handling for making connections
between ‘depth’ and ‘overview’, the examples make the point that
history is about real people, who lived, suffered and died, as well as about
statistics and graphs which point out patterns in the past and which
enable pupils to test out ideas and hypotheses about the past, and about
the validity of claims made about the past. This facet of ICT can also
be of particular help in leading in to genuinely historical questions about
the past, as against recall and comprehension questions.
In Chapter 6, Lez Smart explains the ways in which digital technology
has revolutionised the production and accessibility of various types of
historical map, some of which can be valuable and powerful resources
for teachers of history. The use of maps in history lessons has perhaps
been a neglected aspect of school history in recent years: I rarely see
maps used by my trainees in their teaching. Smart’s chapter may help to
redress this neglect: for those who do use maps in their teaching, it may
help to develop the range of strategies for deploying them. Working
with Miriam Norton, Lez also describes a case study where the use of
ICT and maps was effective in helping less-able pupils to enjoy and make
progress in history.
In Chapter 7, drawing on her extensive experience of working with
history teachers, Isobel Randall focuses on aspects of the National
Curriculum which require pupils to undertake historical enquiries and
communicate their findings, and suggests ways in which new technology
can help pupils to structure and organise their work effectively, with
exemplification from a range of topic areas.
Chapter 8 (Terry Haydn) examines the claims made for ‘interactivity’
as a proclaimed benefit of the use of computers in history. At one level,
this can amount to no more than the interactivity which comes from
being able to change screens by pressing a mouse button or television
remote-control panel. Even in the form of ‘interactive’ quizzes, helpful
and engaging though they may be, it is a limited interactivity compared
to what is possible with a group of learners meeting face to face. Focusing
predominantly on the use of CD-Roms and the Internet, the chapter
explores recent developments in the area of interactivity, and considers
other ways in which new technology can help to persuade pupils of the
relevance and importance of historical perspectives, and provide ‘depth’
rather than superficial coverage of historical events, people and ideas.
In Chapter 9, Alf Wilkinson focuses on the particular challenges faced
by departments and teachers who are starting from a low base of famil-
iarity, confidence and expertise in ICT. What strategies are most helpful
in making progress in integrating ICT with the fabric of departmental
practice, and how do departments prioritise in such a vast and compar-
 Terry Haydn 9
111 atively uncharted area, where limited deployment of ICT is the norm
rather than the exception?
In Chapter 10, Terry Haydn and Christine Counsell draw together
some of the central strands emerging from recent practice and research
in history and ICT in a way which attempts to provide a helpful agenda
for history teachers and departments who are keen to explore the poten-
tial of ICT for improving teaching and learning in history.

The aim of this book

0
Britain is not the only country where there is a ‘rhetoric–reality gap’
between the claims made for the educational use of ICT and what is being
113 delivered in practice. McKenzie (1995) warns that even in some tech-
nology-rich teaching environments in the USA, the ‘authentic’ integra-
tion of computers with classroom use remains ‘peripheral and tangential
at best’, and some school districts are ‘finding out with considerable pain
that they must do more than simply install a network and log on to the
Internet’. Just shoving more computers into schools, making trainees sit
‘basic skills’ online ICT tests, and putting pressure on teachers to develop
0 ICT capability will not necessarily move us on from teachers using com-
puters ‘because they feel they ought to’. The main aim of this book is to
provide suggestions, guidance and research evidence for the considera-
tion of history teachers that will lead to the use of ICT because it improves
the quality of teaching and learning in history.
The way forward is to encourage teachers to explore the use of ICT
in conjunction with their understanding of how their pupils learn, how
classrooms work and how ICT relates to the nature of history as a subject
discipline. Only when investment to improve access to new technology
is linked to clear thinking in these matters will we move towards a situ-
0 ation where history teachers use computers in their teaching because it
offers improved learning opportunities for their pupils, more enjoyable,
stimulating and effective lessons, and better history in general. ICT will
then be used even when no one is looking.

References
Abbott, C. (2001) ICT: Changing Education, London, RoutledgeFalmer.
Behre, G. (1998) ‘Information technology or history textbooks – the survival
of the fittest?’ Journal of the International Society for History Didactics, Vol. 19,
No. 1: 57–63.
0 Britt, A., Perfetti, C., Van Dyke, J. and Gabrys, G. (2000) ‘The sourcer’s appren-
tice’, in P. Stearns, P. Seixas and S. Wineburg (eds) Knowing, Teaching and
11 Learning History, New York, New York University Press, 437–75.
10 Introduction
Cohen, M. (1999) ‘Turning teacher into a computer’, Guardian, 12 October.
Cox, M., Preston, C. and Cox, K. (1999) ‘What factors support or prevent
teachers from using ICT in their classrooms?’ Paper presented at the BERA
Conference, University of Sussex, 2–5 September.
DES (Department of Education and Science) (1985) History in the Primary and
Secondary Years: An HMI View, London, HMSO.
DfEE (1997) Connecting the Learning Society, London, Department for Education
and Employment.
–––– (1998) Teaching: High Status, High Standards: Requirements for the Award of
Qualified Teacher Status, Circular 4/98, London, DfEE.
Downes, T. (1993) ‘Student-teachers’ experiences in using computers during
teaching practice’, Journal of Computer Assisted Learning, Vol. 9, No. 1: 17–33.
Haydn, T. (2001) ‘Subject discipline dimensions of ICT and learning: history –
a case study’, International Journal of Historical Learning, Teaching and Research,
Vol. 2, No. 1. Available online: www.ex.ac.uk/historyresource/journal3/
haydn.pdf
Howson, J. (1999) ‘Have schools got the balance right?’ Times Educational
Supplement, 2 July.
Ihalainen, P. (1995) ‘Historian in the middle of the information revolution’,
Jyvaskyla University Library Information Service. Available online: www.jyu.
fi/~library/tieteenalat/hum/His-in-Inf-Rev.html
Johnson, M. (1999) ‘The declining use of books in schools: implications for
effective teaching and learning’, Forum, Vol. 41, No. 3: 115–18.
McKenzie, J. (1995) Crossing the great divide: adult learning for integrative use
of technologies with students’, Educational Technology Journal, Vol. 5, No.1.
Available online: http://Fromnowon.org/Fnosept95.html#Cutting
OECD (Organisation for Economic Cooperation and Development) (2000)
Bridging the Digital Divide, Paris, OECD.
Research Machines (1997) Computer Provision in G7 Schools, Slough, Research
Machines.
Rollison, D. (1998) Daily Telegraph, 29 October.
Sharp, C. (1995) Viewing, Listening, Learning: The Use and Impact of Schools’
Broadcasts, Slough, National Foundation for Educational Research.
Stevenson Committee (1997) Independent Commission into Information and
Communications Technology in Secondary Schools, London, DfEE.
Trend, R., Davis, N. and Loveless, A. (1999) QTS: Information and Communi-
cations Technology, London, Letts.
Walsh, B. (1999) ‘Why Gerry likes history now: the power of the word
processor’, Teaching History, No. 93: 6–15.
111
1 Computers and history
Rhetoric, reality and the lessons
of the past
Terry Haydn
0

113 Every technology is both a burden and a blessing; not either–or, but
this-and-that.
(Postman 1993: 5)

The aim of the chapter

This chapter focuses on historical perspectives on the role of ICT in the
0 teaching of history. Although the educational use of computers is a
fairly recent development, it already has its own ‘history’ (see for exam-
ple, Abbott 2001; Molnar 1997), including contributions which focus
more specifically on the role of computers in the teaching of history
(Batho 1985; Dickinson 1998; Martin et al. 1997; Rykken 2000). What
can we learn from this brief history?
As with other facets of history, the value of examining ‘the historical
record’ of computers in the teaching of history will depend on the ques-
tions we ask of it. The first section of the chapter is based on the
proposition that it is helpful to understand why there is a gap between
0 the claims made for computers in education and what they have
contributed in practice.
The Department for Education and Employment recently advocated
that teachers take a ‘leap of faith’ with the use of computers (DfEE 1997).
This sits uneasily with the historian’s belief that we should examine the
reliability of claims on the basis of the evidence available. This might
mean going back to first principles and asking uncomfortable questions
about ICT, rather than accepting its proclaimed virtues at face value. It
is important to ‘tell the truth’ about history and ICT. This should include
an acknowledgement that, in spite of the formidable advantages and
0 opportunities that various ICT applications can offer, they do not in
themselves guarantee ‘better learning’. Recent research suggests that
11 there are some things that computers do not do well in relation to
12 The lessons of the past
learning, and some ways in which their use has had a negative influence
on learning. Kay (1995) uses the term ‘junk learning’ to describe the
tendency in the USA to use ICT as a form of ‘sugar coating’ to make
the ‘bitter pill’ of education more palatable, and to eschew difficulty,
complexity and challenge. Brosnan (1998) and Healy (1998) suggest that
learners’ attention spans may be shortened by using computer-based
materials. Britt et al. (2000) found that the ‘bells and whistles’ of many
multimedia packages ‘interfered with or were irrelevant to learning’; and
McFarlane (1996: 4) noted that teachers find it much more difficult and
time consuming to assess the scope and quality of multimedia resources
than ‘picking up and flicking through a book’.
This is not to suggest that teachers shouldn’t use ICT, but that, as
Postman claims, they should recognise that computers have strengths and
limitations – and an awareness of both of these is more helpful to teachers
than ‘blind faith’.

The great computer delusion

It would be difficult to examine the recent history of computers in
education without concluding that they have not had the transforma-
tional effects that were hoped for, either in the UK or elsewhere (see,
for instance, Abbott 2001; DfEE 1998; McKenzie 1995; Stevenson
Committee 1997; Trend et al. 1999). In spite of some of the claims made
by ‘techno-fundamentalists’, suggesting that computers would obviate
the need for schools to exist as centres of learning, and that teachers
unable to use the new technology would have to be ‘culled’ from
the profession, many schools and classrooms do not function in ways
radically different from those of the BT (before technology) era.
Although some institutions, such as banks and newspaper publishers,
might find it difficult to function without their ICT networks, it is diffi-
cult to think of many schools or history departments which would be
similarly incapacitated or which would have to send all the children
home because ‘the network was down’. It should be emphasised that
the ‘rhetoric–reality gap’ (Trend et al. 1999) is not limited to the UK.
Strommen (2000) claims that even in the USA, which has one of the
highest computer to pupil ratios in the world (Research Machines 1997),
‘the technological changes that have swept through society have left the
educational system largely unchanged’. This would suggest that although
access to ICT in schools might be part of the problem, there is more to
it than simply whether there are enough computers to go round. One
of the most recent surveys of the use of ICT in English and Welsh
schools (DfEE 1998) found that in spite of the substantial increase in the
 Terry Haydn 13
111 number of computers in schools, a declining percentage of headteachers
reported them as having made a substantial contribution to teaching and
learning; the figure falling to well under 20 per cent of schools surveyed.
Instead of asking teachers to take a ‘leap of faith’, it would be more
helpful to consider why computers have not had the impact on schools,
and on the teaching of history, they have had elsewhere, and to listen
to what teachers have to say in answer to that question.
The general enthusiasm for new technology in some quarters has
perhaps led to the assumption that because ICT is good for booking
0 holidays, sending messages and formulating accounts, it is equally good
for teaching and learning (in all subjects), without looking closely at what
it has to offer, both for learning in general and in relation to particular
113 subject disciplines. One of the reasons for the ‘rhetoric–reality gap’ is
that politicians and policy makers have radically different ideas about
what computers are for in education.

ICT and education: what are computers for?

The most enthusiastic proponents of computers in education in recent
0 years have been politicians and those selling new technology to schools.
Those closer to the educational process have been more circumspect
about claims made, particularly those who have a background in edu-
cation and ICT. Bill Clinton’s declaration that ‘the goal of education
in the twenty first century is to have a laptop computer on every
student’s desk’ (quoted in Postman 1996) is an example of the idea that
just putting more computers into schools, per se, will in some way make
education better. From Kenneth Baker’s commitment to provide a
computer for every school in the 1980s (see Baker 1993) to Tony Blair’s
pledge to connect all schools to the Internet (DfEE 1997), it is difficult
0 to find examples of politicians expressing reservations about the value of
computers in education.
Closer examination of politicians’ statements about ICT and educa-
tion reveals a concern to create a technologically literate workforce,
which will enhance economic performance (see, for instance, Hunt
1995; DfEE 1997). Noss and Pachler (1999: 198) characterise much
government policy in the area of ICT and education as the ‘fetishiza-
tion of ICT for its own sake and an endless succession of injunctions to
teachers about the need to introduce children to technology for the good
of the nation’s economic well-being’.
0 The effect of this rationale for the role of ICT in education has
inevitably had an influence on the form in which ICT has developed
11 in schools, with an emphasis on ‘hands-on’ experience for pupils, and the
14 The lessons of the past
development of generic ICT capabilities. In terms of investment in ICT,
there has been a concentration on networked computer suites in provid-
ing these experiences. ICT policies have been insufficiently guided by
the insights of subject teachers, and the dominance of the ‘network room’
paradigm has imposed a straitjacket on teachers’ use of computers.
‘Helping our businesses to compete’, supporting a vibrant British
software industry and creating the most ICT-skilled workforce in the
world (Blair, DfEE 1997) may be legitimate concerns of politicians, but
they are not at the forefront of teachers’ thinking about ICT. The main
concern of teachers in relation to new technology is whether it will help
them to teach their subject effectively. Research by Cox et al. (1999)
suggests that two of the main factors influencing teachers’ use or non-
use of new technology are whether they felt that it would help them to
teach their subject more effectively and whether or not it was easy to
use. The move towards specialised network rooms, with the need to
move the pupils to the room, to book the room in advance and to take
account of the limitations on the availability of networked computer
suites mean that for most teachers the second criterion is often difficult
to fulfil. Apart from providing the necessary machines, networked
computer suites are often not best suited to other aspects of classroom
teaching, with their fixed terminals and furniture, and pupils often facing
away from the teacher and towards the walls. Moreover, lessons typi-
cally consist of several components or sections, rather than one activity
which lasts right through the lesson. Given the moves towards the inte-
grated use of ICT (see Chapter 10), networked suites that are
unconducive to non-ICT based activities may become ‘dinosaur’ rooms.
Among the reasons most frequently given by history teachers for using
television and video more than computers in their teaching have been
convenience, flexibility and the facility of using short extracts as ‘compo-
nents’ of a lesson in a way not possible with computers without whole
class projection facilities (Haydn 2002).
Although much of the above might seem to teachers so obvious as
to be hardly worth saying, it is perhaps less apparent to those who do
not work in classrooms. The early emphasis on ‘hands-on’ experience
for pupils deflected attention from the full range of ways in which ICT
may support teaching and learning. There is emerging research evidence
to suggest that whole-class projection facilities are changing teacher atti-
tudes to computers, and providing the opportunities for ‘day to day’
integration of computers with teaching, as against ‘one-off’ special occa-
sion expeditions to the network room (see Chapters 2 and 3). At present,
only a minority of history departments have ready access to both whole-
 Terry Haydn 15
111 class projection facilities for ICT and substantial numbers of computers
(Haydn 2002), so that they can use ICT in the full range of ways
suggested elsewhere in this book. It remains to be seen to what extent
New Opportunities Fund investment in ICT equipment will provide
such access for subject departments. One of the main proposals of this
chapter is that history departments should aim to have whole-class
projection facilities in at least one teaching room, even if this is in
the form of a computer with a lead to a large television, rather than the
more expensive option of a data projector. This can make it much
0 easier to integrate regular ‘bits and pieces’, or contributory components
of ICT, with day-to day teaching, rather than relying on occasional
expeditions to the network room. It puts ICT on the same footing as
113 television and video in terms of ease of use. Television did not make a
major impact on teaching and learning in schools until the advent of the
video-recorder. It is possible that the development of whole-class projec-
tion facilities for ICT will have a similar effect on the use of computers
in the classroom.

ICT and learning

0
As well as having differing perspectives about the ‘value-added’ contri-
bution which computers might make to education, politicians’
comments on ICT and learning reveals differences in their ideas about
what ‘learning’ is, and how it takes place, compared to the views of prac-
tising teachers. ICT’s capacity to transmit information has elicited the
enthusiasm of politicians, who see it as a way of exponentially increasing
the volume of information which can be transmitted across the educa-
tional ‘system’. In Connecting the Learning Society, the National Grid for
Learning is described as ‘a mosaic of interconnecting networks and
0 education services based on the Internet, which will support teaching,
learning, training and administration in schools, colleges, universities,
libraries, the workplace and homes’ (DfEE 1997: 3). As Noss and Pachler
(1999: 197–8) point out, the vision of learning that is outlined
throughout the DfEE document is clear:

Teachers will be linked to the centres of power; the DfEE will be

able to communicate directly with schools and issue its latest instruc-
tions; schools will be able to send performance data directly to each
other and to the DfEE; and an aspect with increasingly high profile
0 in the media recently, teachers will be able to download worksheets
directly into their classrooms.
11
16 The lessons of the past
One of the dominant metaphors of this document as elsewhere is
‘delivery’ (Blunkett 2001, DfEE 1997: 5), and, at one level, ICT is very
good at delivering things. Those who teach are, however, more aware
that ‘delivery’ does not guarantee ‘learning’. The idea that there is a
necessary correlation between the volume of information available and
the amount of learning that takes place can also be detected in politi-
cians’ ideas about the educational potential of the Internet for pupils
(see, for instance, Tony Blair in the Guardian, 7 November 1998). In
the words of John Naughton (Observer, 22 March 1998): ‘It’s not every
day that you encounter a member of the government who appears to
understand the Net. Most politicians (Clinton, Blair, Blunkett, to name
just three) see it as a kind of pipe for pumping things into schools and
schoolchildren.’
The inchoate enthusiasm of politicians for all things technological has
led them to underestimate the complexity of the learning process, and
the difference between ‘information’ and ‘knowledge’. One example of
this is the quaint belief that cramming to pass an online basic skills test
in numeracy will equip trainee teachers with a robust lifelong facility for
mental arithmetic. Another is the belief that sending things out ‘over the
wires’ saves time for those at the receiving end. As Tim O’Shea, master
of Birkbeck College, said of the project to put the Maastricht Treaty on
disk: ‘It isn’t enough to have the wires, you have got to be using the
technology in a meaningful way, simply putting a book on a CD-Rom
can be gormless’ (quoted in the Guardian, 10 March 1998).
The idea that the transmission of information is the same thing as
learning comes at a time when teachers are moving away from behav-
iourist and ‘transmission’ understandings of learning, and becoming
increasingly aware of their limitations. (One of the most powerful exam-
ples here is Philip Sadler’s research, which found that pupils’
understanding of basic scientific concepts was significantly worse after
teaching than before: for a brief summary of this research, see Dickinson
1998: 17–19.)
The nature of the processes involved in learning has implications for
the role of computers in education. When assessing the contribution that
ICT might make, we need to ask the same questions which we would
ask of other learning experiences.
The list in Figure 1.1 gives some of the features which have been
identified as being helpful in enabling learning to take place in the
context of a lecture (Northedge 1992).
Although this list may not be definitive, it provides some criteria for
thinking about the factors which influence the process of learning.
It would be unusual for the computing elements of lessons to excel in
 Terry Haydn 17
111
The lecture

• captured and maintained my interest

• interpreted the material clearly
• encouraged me to think critically
• encouraged me to relate what I have heard to problems in the
field/and my own prior knowledge and experience
0 • encouraged me to question my own assumptions
• communicated effectively

113 • chose and organised the material well

• left me stimulated to think and learn more about the subject

Figure 1.1 Features identified as enabling learning during lectures

0 relation to all items on the list, which is why the quality of teacher plan-
ning, intervention and handling of the non-ICT elements of the lesson
are the main determinants of the effectiveness of the overall process. This
is why attempts to prove the value-added benefits of using ICT are so
problematical: learning is such a complex process that it is difficult to
isolate a piece of software as the key variable in the process. Keeping
the list in mind when using ICT can be helpful in gaining insight
into the facets of learning for which computers are helpful – and where
they are of limited value.
Christopher Dede (1995: 12, italics added) provides a helpful sum-
0 mary of the constructivist ‘case’ on learning, and makes the important
point that providing access to information is often only a first step in
learning:

We have found that learner investigation and collaboration and

construction of knowledge are vital, and these things don’t follow
teaching by telling, and learning by listening. It isn’t that assimila-
tion of knowledge isn’t a good place to start, because it is hard to
investigate something unless you know a bit about it. But assimila-
tion is a terrible place to stop. The excitement about access to
0 information is that it is the first step to expertise, to knowledge
construction. Only if access to data is seen as a first step – rather than as
11 an end in itself, will it be useful.
18 The lessons of the past
We must be careful not to overstate this position, as there are times when
it is possible to learn from simply receiving information, as when we
learn from reading books. This also means that it can be a ‘legitimate’
task to download information from the Internet for pupils to read. But
we must also be aware that the ‘rhetoric–reality gap’ in education and
ICT is not just a bandwidth problem, or an access problem: it is, in part,
about what learners (and teachers) are to do with all this information
when they have received it, and the skill with which the ICT elements
of learning are integrated with other learning resources. One of
Microsoft’s more famous adverts asked ‘Where do you want to go to
today?’ Schick (2000a: 15) makes the point that often not enough
thought has been given to whether learners are going to do anything
useful when they get there.

History and ICT

Much of what has been written about learning and ICT over the past
thirty years has been in general terms rather than related to specific
subject disciplines, in spite of the fact that particular ICT applications
offer different advantages to different subjects. Integrated learning
systems (ILS), or ‘drill and skill’ exercises, for example, where pupils
repeat similar tasks before moving to the next level, appear to offer
opportunities for modern foreign language and maths teaching, but do
not appear to work for teaching history. The word-processor on the
other hand, of marginal interest to the physics teacher, ‘can search, anno-
tate, organise, classify, draft, reorganise, redraft and save that fundamental
of the historian, the printed word. . . . It is not a typewriter, it is an
awesome tool for handling information’ (Walsh 1998: 6). It is only over
the past four to five years, however, that word-processing has been
widely used in history classrooms to address high-order thinking and
conceptual understanding, rather than to get pupils to ‘copy up in neat’
their handwritten work. (NCET–HA 1997) Research and practice over
the past thirty years, not least the experience of classroom practitioners,
have helped to develop understanding of how the various attributes of
ICT link in with what we are trying to do in school history. It can also
point out mistakes, dead-ends and things to avoid.

Recent developments
It is easy to forget some of the prosaic advantages which new technology
has brought to history teachers. As Ben Walsh (1999) remarked: ‘We no
longer have to give pupils work sheets that look like ransom notes’; we
 Terry Haydn 19
111 no longer have to write and post a letter with a stamped–addressed
envelope inside whenever we want to get information from other agen-
cies, and we can revise and amend materials without having to retype
them. Five years ago, many history CD-Roms were little better than
‘coffee-table’ information: colourful and attractive, but difficult to use.
The Internet was an information jungle, ‘opening doors to millions of
empty rooms’, and a guaranteed way to waste time. Only a year ago,
the National Grid for Learning was a fairly skeletal creature, more
notable for its ‘black holes’ than for the richness of its history resources.
0 What follows is an attempt to point to some of the recent develop-
ments which have impacted on ICT’s relevance and usefulness to history
teachers, and some of the questions they pose for history teachers.
113
Adjusting to the information-rich history classroom
Scott Harrison (Chapter 2) states that the Internet offers ‘an extraordi-
nary supplement to the resources normally available for the study of
history’. This has implications for both teachers and pupils. Whereas the
exponential increase in the accessibility of historical information has
0 generally been a blessing for the professional historian, it is more double-
edged for those working in schools, and needs careful handling if it is
not to cause more harm than good. As Bonnet (1997: 155) notes:

Volume of content does not equate with richness of experience.

. . . One of the chief dangers of information overload is that it can,
at one and the same time, inhibit authentic thinking, and seduce us
into believing that all we need to solve problems is yet more infor-
mation.

0 Counsell (1998a) suggests that one of the things which many pupils
find difficult about history is that it is so vast and seemingly unmanage-
able. Some pupils are already confused by the volume of information
which they are having to cope with; giving them access to ‘more stuff’
may be the last thing they need.
In spite of the danger that poor teaching will result in pupils accu-
mulating information uncritically, the availability of such information-
rich sources also offers opportunities. The drastic increase in the amount
of historical information available to pupils demands different skills of
them. Sifting and selecting, organising and classifying, prioritising and
0 discarding, synthesising and marshalling information are high-order skills
compared to simply accumulating information, and they are skills which
11 will be more useful to them in life after school.
20 The lessons of the past
For the teacher, the challenge is to move pupils beyond the ‘hunter–
gatherer’ mentality (Counsell 1998a) and towards the marshalling and
deployment of information to address a particular historical question.
Part of the challenge for the teacher is to select, from the mountain of
resources now available, materials which will enable them to exercise
these information-handling skills in the context of worthwhile historical
enquiry. It also requires skilful judgement about the amount of infor-
mation to make available, and the amount of support and guidance to
give to pupils of differing abilities in their use of it. Word-processing
packages have several facilities which enable pupils to sort, order, merge
and discard information quickly, without laborious and time-consuming
transcription, and PowerPoint, with its limits on how much information
can be inserted on each slide, can be a useful tool in helping pupils to
discriminate between essential and tangential information (see Chapter
8). In ‘The Information Society’, learning to handle information intel-
ligently is an important skill, and given the nature of history as a subject
discipline, and the attributes of ICT, few, if any subjects are better placed
to equip pupils with this skill.

The danger of ‘leaving the learning until later’

This is another effect of ‘information overload’ in education. John Elliott
(2001) uses the phrase ‘leaving the learning until later’ to describe the
behaviour of pupils who take copious notes throughout a lesson, and
when asked why they did so reply that they would ‘leave the learning
until later’. They admitted that they rarely referred back to the notes
later, or were unable to make much sense of them. The facility to photo-
copy, download or cut and paste information, rather than laboriously
transcribe it, has added to the temptation to ‘leave the learning until
later’.
This is a habit that can afflict pupils and teachers. With pupils, it often
manifests itself in what Ben Walsh (1998: 8) has termed ‘Encarta syn-
drome’, where pupils print off large chunks of digital resources without
reading and assimilating the content.
With teachers, it can take the form of accumulating resources, photo-
copying articles and newspaper extracts, video-recording television
programmes, buying CD-Roms and noting down or bookmarking web
addresses, without subsequently digesting them and translating them into
worthwhile learning experiences for pupils. I cannot be the only teacher
who has a pile of dusty CD-Roms, reams of web addresses and skips full
of videos and photocopied articles which I have not got round to
‘processing’ for teaching purposes (‘I haven’t got time to read that now,
 Terry Haydn 21
111 I’ll photocopy it and read it later’). It can be salutary for teachers to look
at all the resources which they have acquired, and think about what
percentage of them have been fully explored and used. Given the pres-
sures on teachers’ time, it is easy to think that in building up a pile of
resources we are making progress, but most resources require an invest-
ment of time and thought to deploy most resources effectively. John
Naughton (Observer, 10 January 1999) suggests that one of the conse-
quences of the information revolution is that when we die ‘the phrase
“so much information, so little time” will be found engraved on our
0 hearts’. The key ‘life-skill’ today, for pupils and teachers, is not accessing
information, but learning to use it efficiently and effectively. Some
thought needs to be given to finding a balance between building up
113 resources to make progress in history and ICT, and translating them into
helpful learning activities and experiences with pupils. The NCET–HA
resources on History Using IT (1997, 1998), referred to elsewhere in this
book, sold in large numbers to schools; but, whereas in some schools
they enabled the history department to make significant progress in inte-
grating ICT with schemes of work (Counsell 1998b), in others the book
may not have been opened. The ease and speed with which informa-
0 tion can now be accessed has increased the temptation to ‘leave the
learning until later’, for teachers as well as pupils.

The ‘emancipatory’ role of ICT

One of the most frequently claimed benefits of ICT is that it helps
learners to do many ‘low-order’ tasks much more quickly, so that they
have time to focus on ‘authentic’, higher order, historical thinking. Data-
handling packages mean that pupils do not have to add up tallies, or
draw graphs manually: they simply press a button, and it is done in an
0 instant. Word-processing means that they do not have to laboriously
transcribe amended drafts: they can simply cut and paste, ‘drag and drop’,
or delete information.
Although ICT does offer these advantages, it does not follow that the
time saved is automatically transferred into time spent on more difficult,
higher order, thinking. Much American research suggests that students
simply acquire a taste for eschewing difficulty, and try to look for quick
and easy solutions to other aspects of learning, looking for ‘shortcuts’ to
the right answer, or simply guessing, in order to ‘get a result’, and be
able to proceed to the next stage of the exercise (Britt et al. 2000; Healy
0 1998; Schick 1995). In this country, Prior and John (2000: 32) note
the propensity of pupils to simply ‘phrase-spot’ rather than engaging
11 fully with the difficulties which the given information presents. This
22 The lessons of the past
corresponds with my own experience of observing learners using history
simulation packages such as 1914, Wall Street Crash and Attack on the
Somme, where even Masters’ students tended to make choices before
reading all the information available, in order to ‘get on with the game’.
Christine Counsell (2000: 2) makes the point that the issue is not just
about technology replacing effort, but about getting the emancipatory
facets of technology to persuade learners that difficult and challenging
activities are worth persevering with:

I do not want my Year 7s to spend an hour typing in data: I do want

them to see the historical relationship between two ideas. I do not
want them to search for yet more information: I do want them to
select items, to convert them into causes or consequences, and to
experiment with language for doing so. I don’t want them to fuss
over box size on a leaflet design: I do want them to choose or reject
alternative field headings in a database. I don’t want them to do low-
level word matching or phrase-spotting: I do want them to be so
motivated to read for meaning, that they pause, and think and pon-
der and reconsider – and ask why. I want to clear away the clutter
and to get pupils to focus on the interesting historical puzzle. I want
to slow them down.

The essence of making the most of the ‘emancipatory’ potential of

ICT is in the quality of the questions posed, the teacher’s introductory
and supporting exposition, and the ‘instructional design’ (or quality of
planning) of the enquiry. But ICT can help to persuade some learners
to engage and persevere with historical activities, particularly if they
struggle with conventional individual written work. Some pupils with
learning difficulties seem to be able to concentrate and sustain their
efforts for longer periods when working on the Internet, or using
desktop publishing. I have observed my postgraduate students wrestling
patiently and determinedly with html procedures and presentation soft-
ware, because the nature of the task has made them want to achieve a
good finished product. We must be careful not to be too doctrinaire
about time spent on presentation and Internet searching: for some pupils
it can be the hook that draws them into engaging with history. For all
the research evidence about reading from a screen being more difficult
than reading a book (Kay 1995; McFarlane 1996), there are many pupils
who used the BBC’s GCSE ‘Bitesize’ revision site who would not have
spent equivalent time revising from a text book. In spite of all this, we
must not assume that time saved by the emancipatory attributes of ICT
will automatically be converted to higher order thinking in history.
 Terry Haydn 23
111 There is research evidence to suggest that pupils thrive in ‘high chal-
lenge–low threat’ learning environments, and, with careful thought, ICT
can sometimes provide this in history. In the words of one pupil, ‘We
had a lot of fun, but it was hard fun’ (quoted in Walker 2001).

‘Mature’ use of the Internet

Recent inspection evidence shows that school history has enabled some
younger pupils to develop into mature users of the Internet (see Chapter
0 2), but there is also evidence that many older pupils have a poor under-
standing of the value and status of information on the Internet (see
Chapter 8).
113 Given its significance, it would be a dereliction of responsibility not
to consider how school history might contribute to the nurturing of
school leavers who can use the Internet intelligently. As Parkhill (1996)
remarks in his online publication The Historian and the Internet:

The Internet is history; history happening, and a significant devel-

opment in its own right. Additionally the net is a vehicle for the
dissemination of history, history in the form of archival materials to
0 great historical works to an individual’s thoughts on historical issues.

Mature use of the Internet is not just a question of being able to search
efficiently to locate information, helpful though this skill is. It is also
about helping pupils to develop the ‘media literacy’ which is an
important facet of education for citizenship. The vast, confusing and
contradictory range of sources of information on the Internet can be an
invaluable asset in developing in pupils what Wineburg terms ‘a histor-
ical cast of mind’ (Wineburg 1997: 260), by requiring pupils to think
about which procedures a historian would use to try and ‘get at the truth’
0 in the face of such difficulties. In the era of spin doctors, media manip-
ulation, soundbite politics and information overload,

We must use the internet. There is no way out. The Internet is not
a passing trend. Our young people will use it in their daily lives, no
matter what they choose to do with them. And on the Internet,
they will continue to confront interpretations and representations of
history. All adults, no matter what they do with their lives, need
to be able to see how and why the historical interpretations that
bombard them were constructed. Otherwise, they are prey to
0 propaganda and manipulation, not to mention cynicism or a lack of
regard for the truth.
11 (Moore 2000: 35)
24 The lessons of the past
One of the questions which history departments might ask, therefore, is
to what extent, after 9, 11 or 13 years of school history, their pupils are
mature users of the Internet.

Order brought to the Internet

Whereas five years ago it might have been reasonable to claim that the
Internet was not a time-effective way to search for historical informa-
tion, it has become increasingly difficult to sustain that claim, given
the effort which has gone into making it navigable and well organised.
The development of history ‘portals’, or ‘gateway’ sites, user-friendly
searching techniques and ‘page ranking’ to prioritise the most helpful
and popular sites (see www.google.com) mean that it does not take long
for either teachers or pupils to become mature users, at least in terms of
searching expertise. (See www.2learn.ca/mapset/mapset.html for a range
of tutorials on searching the web.) During the same period, substantial
efforts have also been made to make sites useful to history teachers by
the development of suggested activities for using the historical informa-
tion in teaching contexts (see for example: the Public Record Office’s
‘Learning Curve’ site at http://learningcurve.pro.gov.uk; the British
Library’s ‘Education’ site at www.education.bl.uk; the ‘Spartacus’ site at
http://spartacus.schoolnet.co.uk; R. J. Tarr’s site at www.activehistory.
co.uk; the resources for history teachers at http://schoolshistory.org.
uk, or ‘School History’ at www.schoolhistory.co.uk). There is also
the QCA–BECTa history and ICT exemplification site, which aims to
provide guidance and case studies drawing on successful practice in
history and ICT (www.becta.org.uk).
In a sense, it doesn’t matter which of these sites you frequent: the
danger is in simply amassing more and more sites and not making use
of them. What all of them have to offer is some ‘bits and pieces’ which
can incrementally add to the richness of what Ben Walsh (Chapter 4)
terms ‘the learning package’ for a particular historical topic. Using the
Internet some of my students had been able, within about ten minutes,
to put together interesting visual and written sources about the use of
detention camps in the Boer War, the Second World War, and the after-
math of 11 September, in ways that laid the ground for an interesting
exercise on interpretations.
Another important facet of the development of the Internet over the
past five years is the increasing depth and degree of specialisation which
it now offers to history teachers. Instead of flitting across a vast number
of superficial, shallow sites, it is increasingly possible to operate with
smaller number of specialised sites created by organisations or subject
 Terry Haydn 25
111 specialists. Thus there is a specialised site for the use of historical fiction
in history teaching (www.dorset-lea.org.uk/projects/each), and others
for accessing images which might be of use (http://images.google.com/
and http://altavista.com/images). Some history portals also have a devel-
oping archive of images which history teachers can draw on to supple-
ment the limited range available in text books. There are sites for teachers
who are new to the Internet and who want to learn how to use it (www.
2learn.ca/mapset/new2net/new2netmain.html), for history teachers
interested in teaching about time and chronology (www.uea.ac.uk/
0 ~m242/historypgce/time), or for teachers or older pupils who want to
pursue an in-depth exploration of particular historical topics (for instance,
http://chss.montclair.edu/english/furr/vietnam.html – a gateway site for
113 the Vietnam War – and www.hc.cc.tx.us/library/histnc.htm – for the
Norman Conquest). Often, these sites have spent a great deal of time and
money filtering out less helpful resources and ‘cherry-picking’ the most
helpful materials for particular age groups. This is where the Internet can
save teachers’ time, rather than wasting it. The Internet can now be an
effective way for trainee history teachers to augment their subject know-
ledge, and for post-16 students to undertake personal study projects for
0 public examinations. Some sites have undertaken ‘wide trawls’ of the
Internet to select useful history resources (see for instance the BBC’s
‘Webguide’ for history at www.bbc.co.uk/education/webguide); others
have looked at the material for particular topics and selected the six most
appropriate for a specified age-range (www.learn.co.uk). More recent
publications on history and ICT have also given thought to the worth-
while activities which learners might undertake with history websites:
Kathleen Craver’s Using Internet Primary Sources to Teach Critical Thinking
Skills in History (1999) being a good example.
Not all such ‘trawled-for’ sites are well chosen; not all the suggested
0 activities work well or are worthwhile; but it is becoming increasingly
difficult to claim that there is nothing of value on the Internet for history
teachers, or that it is impossible to find.

Developments in technology
As well as general advances in speed, power and reliability, and in the
ease with which learners can switch between different applications, and
‘cut and paste’ information, the facility to create hypertext or ‘embedded’
links, between applications, has streamlined the process of moving
0 between different web addresses. Pupils can be given a word-processing
file with embedded links which directs them through a pre-planned
11 series of web addresses. One head of history remarked to me that,
26 The lessons of the past
together with the use of a data projector to use the computer with the
whole class, this had transformed the utility of the Internet:

For the first time it felt better than the classroom, the embedded
links take them very quickly and efficiently through the ‘pathway’
that you want them to go through, there was far less ‘fire-fighting’,
far less wasted time. For the first time, I thought that it’s got real
potential. There are things you can do with this that you couldn’t
do as well with a conventional approach. . . . The text book just isn’t
as good.

(For an example of the way in which embedded links can speed up the
process of moving between Internet sites, see www.uea.ac.uk/~m242/
historypgce/ict/websites.htm – a page designed to show the different
ways in which the Internet can offer opportunities for history teaching.)
Another attribute of ICT which some history teachers have found
helpful is the ‘Comment’ button on the ‘Insert’ menu of Word, which
can be used to embed in a piece of work the answers to questions
posed, as a ‘mouseover’ (the answer appears when the pupil moves the
mouse pointer over the comment box). This is much quicker than
the pupil having to open up a different file to access the answers or
further explanatory teacher comment. As well as saving teachers’ time,
pupils can sometimes be given more detailed feedback by this method,
as the teacher is not having to make comments on thirty or so different
exercise books (for an example, see ‘Using ICT for assessment’ at
www.uea.ac.uk/~m242/historypgce/ict). Schick (2000b: 17–19) points
out that this feature can also be used to enable pupils to ‘interact’ with
documents and sources by inserting a critical or explanatory commen-
tary at key points using the ‘Insert Comment’ button.
An emancipating development which has improved the usefulness
of the Internet is the ease and speed with which webpages can now be
edited or annotated. Research by Watson et al. (2000) has demonstrated
the potential of the ‘Insert Hyperlink’ option in Word for enabling pupils
to streamline and structure historical enquiries from a range of sources.
The digital camera has proved to be a helpful resource in enhancing
fieldwork and museum visits, and the scanner has made it much easier
to incorporate historical and contemporary images which help to
develop pupils’ ‘visual literacy’. We have moved a long way from
rolling out cyclostyled maps into pupils’ exercise books, but how many
of us fully exploit the potential of historical maps in our teaching? As
Lez Smart demonstrates (Chapter 6), recent developments have made it
much easier to adapt and integrate historical maps into teaching.
 Terry Haydn 27
111 The development of educational networks
The past five years have also seen significant progress in the develop-
ment of a network of interlinking education sites useful to history
teachers, not just in the form of the National Grid for Learning
(http://ngfl.gov.uk and the Virtual Teachers’ Centre at http://vtc.ngfl.
gov.uk/vtc/curriculum/history/resources.html), but in the form of
contacts with a wide range of organisations which have, in some way
or another, a link to school history. Web addresses for those mentioned
0 here are given at the end of the chapter.
I taught in schools for about twenty years, and never once used the
Public Record Office in my teaching. I now find it a very useful site
113 for helping to teach about using sources, particularly pictorial ones. It is
a good example of a site where careful thought has gone into making
potentially inaccessible resources useful to teachers. Many other national
museums have made major efforts to think how they can adapt their
collections for virtual access, and sites which were quite ordinary a year
or so ago have improved out of all recognition (the ‘gateway’ site for
museums, libraries and archives is www.24hourmuseum.org.uk). As Ben
0 Walsh notes in Chapter 4, many of the major public asset holders in the
UK have rapidly followed the lead of the BBC, the Public Record
Office and others.
Not surprisingly, in terms of quality and utility, the development of
the educational network for history has been uneven. There are still
many sites which provide little more than unmediated access to less
filtered content – links to more links. For pupils and teachers, learning
which sites are genuinely helpful rather than ‘more baggage’ is part of
becoming a mature Internet user. Many other sites which had limited
content or value only two to three years ago now have much more
0 depth and substance, and have learned how to adapt resources to make
them more useful: for instance, going beyond ‘quizzes’ to the provision
of model answers, and the ‘problematising’ of the past. History subscrip-
tion sites have also become more sophisticated and attuned to providing
materials which complement what can be done in the classroom, and
which support structured enquiry and thinking, rather than just
providing ‘more stuff’.
Examination boards have also begun to make increasing use of the
Internet to provide supporting materials for teachers, although not as
extensively (at the time of writing) in history as compared to English,
0 maths and science. The Historical Association (HA), history journals, the
Schools History Project (SHP), and the British Educational Commun-
11 ications and Technology Agency (BECTa), all offer resources which can
28 The lessons of the past
help history teachers. More than half of the schools surveyed have made
some use of the history schemes of work provided online by the DfES’s
‘Standards Site’ (Bracey 2001), and the provision of examples of pupils’
work in history should help to extend the usefulness of the site with
regard to assessment in history. The use of newspaper articles is discussed
in Chapter 8; their accessibility has been transformed by the Internet,
now that many newspapers archive their materials on the web in the
form of searchable databases. ‘The Paperboy’ is a gateway site which
provides access to online newspaper resources worldwide (although sadly
it is no longer a free site).
Very few of these sites offer ‘off-the-peg’ formulas for set-piece
lessons in the computer suite which will work in all contexts. Even
where there are suggested ICT activities, these often need refinement
and re-working (Counsell 1998b: 29; Imison and Taylor 2001: 101)
What they do offer is a wide variety of resources, information and ideas
which help to improve the ‘learning packages’ (see Chapter 4) which
teachers develop in order to teach topics effectively.

Presenting multiple perspectives on the past

It is now generally accepted that there is more to progression in school
history than the accumulation of depth and breadth of historical know-
ledge, in the form of ‘given’ or uncontested and unproblematical
narratives and explanations of the past. Both in this country and in the
USA, there has been an increased emphasis on developing pupils’ ability
to compare and analyse differing interpretations of the past, and to assess
the significance of individuals and events in the past (DfEE–QCA 1999:
20; NCHS 1996: 2). Surveys of Grade 12 pupils in the USA estimated
that only 10 per cent were felt to be proficient in these skills, and that
many pupils had limited experience of learning by reading multiple texts
and discussing controversies of interpretation and significance (NAEP,
1996; Ravitch and Finn 1987: 194).
Given the constraints of space in conventional text books, ICT has
increased opportunities for incorporating differing perspectives on the
past and presenting history as ‘contested’, problematic, and ‘above all
else, an argument’ (Arnold 2000: 13).
The massive increase in the range of sources, opinions and inter-
pretations available through the Internet has made it possible to link
depth and overview, the general and the particular (see Chapter 5), and
to present pupils with a range of interpretations of the past, and different
views on the significance of individuals and events. Collections of par-
ticularly interesting, useful and appropriate resources have been put
 Terry Haydn 29
111 together to help history teachers to teach topics in a way that can save
them the time of hunting down sources themselves (see Chapter 8). I
still probably use the television and video-recorder more than the
computer in my teaching, but I find that the percentage of ICT-based
resources is gradually increasing. The development of DVD technology
may well accelerate this tendency.

Extending ‘learning time’ in history

0 History generally has a meagre time allocation on school timetables. ICT
has the potential to get pupils to do history outside of the history
timetable. Slatta (2001) cites a range of ways that a history class which
113 has access to ICT both in the classroom and outside it can ‘add in’ oppor-
tunities to dedicate more time to learning, both between teacher and
pupils, and pupils themselves. This includes providing pre-course and
pre-session information, inter-sessional and group tasks, peer support
through weekends and holiday periods, support for writing, more time-
effective feedback, and a higher quality of class discussion and presenta-
tion. Slatta claims that once the history classroom is equipped to use ICT,
0 and the pupils, between them, have access to ICT, at home or elsewhere,
he is ‘able to get more out of them’, in a way which also increases their
engagement with the course and their enjoyment of history:

Technology is not a magic elixir that resolves all pre-existing

teaching problems, nor is it something that one simply adds to a
course. It is not an add-on; it is an essential ingredient. Technology
should be embedded into the fabric, the philosophy, and the objec-
tives of a course. By thinking about technological options as one
designs and revises a course, an instructor ensures that the whole
0 package makes sense – historically and pedagogically.
(Slatta 2001: 27)

Although many history classes in the UK are not yet in a situation

which meets the preconditions for Slatta’s ‘integrated’ approach to ICT,
when asked about the potential of ICT for improving teaching and
learning in history, many British teachers cited the extension of ‘learning
time’ as a benefit of new technology. In addition to the popularity of
the BBC’s ‘Bitesize’ revision facility for GCSE examinations (taken by
16-year-olds), some departments are already moving towards putting
0 substantial sections of departmental resources on the school’s intranet, so
that pupils can learn history outside the confines of timetabled teach-
11 ing periods (Martin 2001). Others use a combination of downloaded
30 The lessons of the past
handouts, ‘cells’ of pupils working cooperatively, and generous time
scales and deadlines to work round access problems. Given continued
investment in ICT in schools, and the growth in Internet access, domes-
tically and in the community (see Facer et al. 2002), it seems likely that
there will continue to be an increase in the number of history classes
where in-class and out-of-class access to ICT can be planned into
schemes of work.

Teachers and ICT

If the government is to bridge the ‘rhetoric–reality’ gap, and move
towards its vision of an education system transformed by the power of
new technology, it will have to listen to what teachers say about ICT,
rather than relying principally on its ‘delivery’ metaphor, and the belief
that the ‘top–down’ transmission of information from ‘the centre’ can
effect change.
The most recent DfEE biennial surveys on ICT use suggest that sim-
ply putting more money into hardware and training, and stiffening ICT
‘entry requirements’ to the profession will not in themselves transform
the present situation (DfEE 1998, 2000). A survey of history teachers’
views on ICT revealed that, although most of them were broadly posi-
tive about the potential of ICT, they were either unaware of or had
found ‘unhelpful’ many of the materials designed to promote the use of
ICT in subject teaching. ‘Lack of time to plan how to integrate com-
puters into classroom use’ emerged as one of the most commonly cited
factors for not using computers more often (Haydn 2002).
In contrast to Abbott’s assertion that ‘UK schools may be approaching
optimum numbers of computers in classrooms’ (2000: 46), many history
teachers reported that access to networked computer suites was difficult,
and that their history classrooms often did not contain any computers, let
alone provision for whole-class projection from a computer. When asked
what investment would be most helpful in enabling them to make better
use of ICT in their teaching, two of the most prevalent answers were the
provision of large monitors or data projectors for whole-class display, so
that the computer could be used in the same way as video and television,
and more time for departmental development of ICT (Haydn 2002).
Access and facilities are still a problem for many history teachers, but
in addition to providing laptops for teachers, whole-class projection facil-
ities and at least some computers in history classrooms, history teachers
need time to explore the ways in which ICT can link in to what we are
trying to achieve in history, and to integrate digital resources with their
‘learning packages’ (see Chapter 4). Time is also needed for history
 Terry Haydn 31
111 teachers to meet and talk as history ‘communities’, in order to share and
develop ideas, experience and insights.
Making progress in history and ICT is not cost-free in terms of
teachers’ time, and those departments which have made progress are
often those which, in spite of the many other pressures on teachers’ time,
have managed to dedicate individual and departmental time to thinking
about ICT and history (Abbott 2000; Counsell 1998b; Imison and
Taylor 2001).

0
Summary and key points
Looking at the recent history of computers and the history classroom,
113 it is not difficult to see why it has not delivered all that its advocates
hoped for:

• Too much faith has been invested in ICT’s ability to increase the
volume of information in the education system. In addition to
creating unhelpful ‘information overload’ for teachers, it has been
part of policy makers’ tendency to underestimate the complexity of
0 the processes involved in learning, and to overvalue ICT’s role in
learning, as against the quality of the learning tasks that are under-
taken using ICT.
• Not enough thought has been given to the nature of history as a
subject discipline, and how ICT relates to it, to how classrooms
work and how history teachers construct lessons.
• Investment in ICT has not yet made it easy for most history teachers
to use computers as a routine component of lessons.
• ‘Teachers’ time’ has become an increasingly precious resource in
recent years. Lack of time to think through what ICT can offer
0 history and to consider how it can be integrated with schemes of
work is cited by history teachers as one of the main obstacles to
making progress in history and ICT.

In spite of these difficulties, continued investment is helping to address

some of the problems of access to ICT. Some history departments have
managed to make effective use of ICT, and there is an increasing body
of research and case-study evidence to suggest ways forward, and to help
to avoid previous mistakes:

0 • In spite of the pressures on teachers’ time, some departments have

been determined to ‘make time’ for ICT. Accepting that ICT is not
11 a ‘quick fix’, they have invested time in thinking how to make good
32 The lessons of the past
use of it, in the form of individual exploration and experimentation,
departmental discussion and development. Research suggests that
‘one-off’ in-service training sessions are of limited value (NCET
1994); it needs sustained interest and effort, and to be part of the
day-to-day professional dialogue and work of the department. This
includes talking to people outside the department.
• Heads of history, and ICT and history coordinators in primary
schools need to give careful thought to how the time invested in
ICT is spent, and to ensure that it does not become threatening,
negative or bureaucratically top-heavy. It need not be a chore; or a
defensive and heavy-hearted response to an impending Ofsted visit.
Well handled, utilising ICT can be an interesting and enjoyable facet
of history teachers’ work.
• As several of the chapters in this book indicate, a big step forward
in terms of making ICT a flexible and easy to use part of teaching
is to try to have at least one history room which has the facility for
whole-class projection. This can help departments to move from the
idea of ICT as a ‘special’ lesson, to ICT being a common compo-
nent of ‘ordinary’ lessons, with both teachers and pupils getting used
to using it on a regular basis.
• Thought needs to be given to how to develop the potential of ICT
for getting pupils to do history outside the classroom.
• Some departments have accumulated more ICT materials than they
have had time to assimilate into classroom practice. It can be helpful
to keep an eye on the balance between ‘getting more stuff’ and
making effective use of what one already has.
• ‘Initiative with resources’ is one of the attributes of good teachers.
In a sense, history teachers have to be ‘scavengers’, and ICT has
provided a new dimension to the scavenge for resources. Some
departments have made good use of ICT to augment their teaching
resources, so that there is a steady incremental improvement in the
quality of the ‘learning packages’ (see Chapter 4) which they use to
teach particular historical topics.
• As with the use of text books and television programmes, thought
needs to be given to what pupils will do with information once they
have accessed it. The quality of the questions asked and of the tasks
devised is often what determines the quality of the learning that
occurs. This includes using ICT to help pupils to understand that
doing history goes beyond getting hold of information, using ICT to
get pupils to engage in activities which are challenging, difficult and
worthwhile, and using ICT to problematise the past, so that pupils
have to think rather than simply remember and recall (see Chapter 8).
 Terry Haydn 33
111 In an era of ‘targets, ‘testing’, ‘levels’ and ‘standards’ there is a dimen-
sion of history and ICT that has not featured prominently in recent
research literature, but which I feel is worth noting.
In 1989, Jeffrey Richards, then reader in history at Lancaster
University, outlined in the Independent (8 April) the following benefits
of learning history:

My own subject, history, teaches many useful skills – information

handling, problem solving, the public presentation of arguments and
0 assessments. But that should be secondary to the broader objectives
of discovering how we were, and how we got to where we are. It
is not my aim to turn out tunnel-visioned computer operators
113 concerned only about where their next Porsche is coming from. I
seek to awaken in my students an open minded broad visioned
humanity, informed by a love of learning, a love of ideas, a love of
books, a love of argument and debate.

The use of ICT in history can help to persuade pupils that history is
important, useful and relevant to the lives they will lead when they leave
0 school. Skilfully deployed, it can have a beneficent influence on pupils’
attitude to history – and to learning in general. If I did not believe that
it had the potential to contribute to all the items on Richards’ list, I
would not have written this chapter.

Web addresses
British Educational Communications and Technology Agency (BECTa):
www.becta.org.uk
Department for Education and Skills (DfES) Standards Site, with exemplar
0 schemes of work: www.standards.dfes.gov.uk/schemes
Examples of assessed work by pupils: www.ncaction.org.uk

Examination boards
OCR: www.ocr.org.uk
AQA: www.aqa.org.uk
Edexcel: www.edexcel.org.uk
Historical Association: www.history.org

0 Journals and magazines

The Historian: www.history.org/HTML/historian.htm
11 History Today and History Review: www.historytoday.com
34 The lessons of the past
Teaching History: www.history.org/HTML/teachMag.htm
Primary History: www.history.org/HTML/primaryMag.htm

Other websites
‘The Paperboy’: http://paperboy.com (unfortunately this site has recently
imposed a small subscription charge)
Public Record Office: http://pro.gov.uk
Schools History Project: www.tasc.ac.uk/shp
The Video Studio: http://rutc.ac.uk

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 Terry Haydn 35
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113

11
2 The use of ICT for teaching
history: slow growth, some
green shoots
Findings of HMI inspection,
1999–2001
Scott Harrison

During the last two school years HMI and Additional Inspectors
recruited by Ofsted have been undertaking a programme of visits to
schools to evaluate the impact of governmental ICT initiatives. (Ofsted
2001) As part of this survey, history specialists inspected approaching
fifty secondary-school history departments to look at work using ICT.
Background information on these schools and on ICT in history was
obtained from Section 10 reports. Schools were selected because they
had received a significant proportion of their National Grid for Learning
grant and had been approved as suitable recipients of New Opportunities
Fund training in ICT. They did not, therefore, constitute a stratified
sample of schools or history departments: indeed, inspection revealed
that most of the schools in the sample have history departments that are
at least sound, and some are good or very good.

Findings
The main findings from the survey are summarised below.

• In only a small minority of schools is there regular coherent use of

ICT to support learning in history.
• Some pupils experience productive ICT-rich activity in history
lessons, and many more choose to work using ICT in their own
time when the opportunity arises.
• The ICT capability of teachers within and between departments
remains variable. As proportions of the total lessons seen, there were
fewer good lessons and more unsatisfactory lessons using ICT than
was the case for history lessons as a whole. Too often objectives are
unclear and lessons are insufficiently prepared for.
 Scott Harrison 39
111 • The expectations of teachers and pupils in some history lessons using
ICT are too low, and often there is an emphasis on product at the
expense of the important processes which promote historical
thinking.
• The main use of ICT is in the location and selection of informa-
tion and in the manipulation of text using word-processing. Some
constructive use is made of databases and spreadsheets, and of
presentation software.
• Many departments have some limited involvement in ICT use with
0 opportunities identified in schemes of work, but most often pupils’
experience is erratic and there is no entitlement to work in history
using ICT.
113 • In some schools there is improving access to accommodation, but
often this is not the case as overall demand outstrips supply.
• Many history teachers are now competent personal users of ICT,
but some remain reluctant, and do not see the potential benefits of
ICT for history.
• There have been difficulties in the early stages of training, but
increasingly teachers are using training materials for experiment
0 in the classroom and transferring ideas from the training to new
situations.

The use of ICT in history

This survey identifies a number of obstacles to the successful introduc-
tion of ICT by history departments. Even so, when ICT is well used it
can make a significant contribution to pupils’ progress in history. For
example, in schools where the use of ICT in history is furthest forward,
in some lessons and series of lessons pupils are able to combine ICT
0 functions so that there is integrated activity bearing on each stage of a
process of knowledge acquisition, historical investigation and commu-
nication. In one such good lesson pupils used information and illustrative
material obtained from the Internet and CD-Roms alongside other
sources, selecting, combining and structuring the material using Word
and producing a PowerPoint presentation on conflicting attitudes of native
Americans and settlers towards land use.
Sustained ICT use of this sort is still quite rare, but some departments
have now satisfied themselves that ICT, well used, is an effective tool
in meeting specific objectives in the study of history.
0 ICT has the potential to develop and reinforce pupils’ knowledge and
understanding of history, providing, as it can, an extraordinary supplement
11 to the resources normally available for the study of history. CD-Roms
Exploring the Variety of Random
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Title: Tullikavaltajia

Author: Väinö Kataja

Release date: January 7, 2024 [eBook #72652]

Language: Finnish

Original publication: Hämeenlinna: Arvi A. Karisto Oy, 1911

Credits: Juhani Kärkkäinen and Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK

TULLIKAVALTAJIA ***
TULLIKAVALTAJIA

Kuvaus Torniojoen varrelta

Kirj.

VÄINÖ KATAJA

Hämeenlinnassa, Ari A. Karisto Oy, 1911.

I

Syysmunakan aika oli.

Teillä ja vainioilla vastasi vielä routa reenrautaan, mutta joen jäällä

oli liukas ja sileä keli. Tornionjoki oli pari päivää ollut jään peittämänä
suvantopaikoissaan. Jalan kuljettiin jo poikki jään Suomen puolelta
Ruotsin puolelle ja päinvastoin. Vasituisia talviteitä ei ollut vielä
tikoitettu.

Talonsa pihalla seisoi Palomäen isäntä ja katseli joelle päin.

Kuulakan kaunis ja kylmän kolea oli marraskuun päivä, kun aurinko
kuin hyvästiä jättäen kulki matalalla taivaanrannalla. Jo pohotti
valkoiselta joen jääkin, johon pakkanen öisin ripoitteli huurretta.
Mutta harmaanmustilta näyttivät vielä korkeat vaarat joen toisella
rannalla, sillä talven lumi ei ollut ehtinyt niiden puuttomia lakia
peittää.

Poikki joen näkyi olevan menossa pari miestä — juuri

pääsemässä jo ruotsinpuoliselle rannalle. Palomäen isäntä katseli
miesten menoa ja höpisi itsekseen:

— Saapa nähdä eikö jo hevosellakin joku tänä päivänä aja poikki!

 Ja kun hän vielä lisäksi huomasi, että poikki pyrkivät miehet eivät
isosti varoneetkaan jäätä, vaan näyttivät kävellä viuhtovan niinkuin
paksun jään aikana ainakin, höpisi hän:

— No nyt, näen mä, kestää hyvinkin hevosella ajaa.

Täältä talonsa pihalta olikin Palomäen isännällä mainio tilaisuus

katsella vastakkaiselle Ruotsin puolen rannalle. Talo oli korkealla
mäellä, josta näki pitkin jokivartta sekä ylös- että alaspäin, ja Ruotsin
puolelle näki moneen kylään, ja sopi siihen kahden pitäjän
kirkontornitkin näkymään. Ja aivan vastapäätä, joen rannalla ja
korkealla törmällä, oli rikkaan Ruotsin puolen kauppiaan Lampan
komea kauppakartano.

Mutta ei kyliä eikä kirkkoja ollut Palomäen isännällä nyt aikaa

katsella, vaan hän koetti arvata mitä Lampassa hommailtiin.

Patruuna oli varmaan jo vartonut häntä, kun jää alkoi kantaa.

Mutta ei ollut vielä sopinut. Kun yritti, niin piti yrittää isommasti.

Nähtyään, että äskeiset miehet pääsivät onnellisesti rantaan ja

läksivät kävelemään Lampalle päin, pyörähti Palomäen isäntäkin
kantapäällään ja käveli sisälle.

Hän oli pienoinen mies, kuivan ja kavalan näköinen. Laihoja

poskia peitti punertava parta ja päätä paksu samanvärinen tukka,
joka oli niskan takaa kuin sahaamalla suoraan katkaistu. Silmät
olivat pienet ja harmaat, mutta vilkkaat ja liikkuivat alinomaa, eikä
katse koskaan asettunut yhteen paikkaan.

Päästyään omaan huoneeseensa hän istahti pöydän päähän

siten, että voi samalla nähdä joen jäällekin. Mutta vaikka hän aikoikin
pitää silmällä joen poikki kulkijoita, siirtyivät hänen ajatuksensa
muualle, entiseen elämään.

Näinä vuosina hän oli paljon rikastunut. Talonsa hän oli päältä ja
sisältä korjauttanut, viljellyt maata ja lisännyt karjaa. Onnellisesti oli
häneltä aina mennyt »yö-työ» eli salakuljetus Ruotsin puolelle. Oli
sattunut öitä, jolloin hän oli ehtinyt ansaita monta sataa kruunua…

Kun hän nyt mietiskeli noita asioita ja muisteli kaikenlaisia

kepposiaan, joilla hänen oli onnistunut viedä rajavartioita harhaan,
hymähti hän, ja silmät kiiluivat…

Eivätpä olleet häntä, rohkeaa, mutta samassa varovaista ja

kavalaa, rajavartijat milloinkaan saaneet käsiinsä, ei kertaakaan hän
ollut menettänyt mitään salaa kuljettamistaan tavaroista. Monta
muuta tyhmää oli saatu kuormineen kiinni, ja monta oli
semmoistakin, jotka olivat henkensäkin menettäneet salakuljetuksen
takia.

Tyhmästi ja varomattomasti olivat liikkuneet, — kummako sitten

oli, että ajoivat suoraan tullimiesten syliin kuormat ja hevoset
menettäen. Mutta ahtaalla oli hän itsekin ollut monta kertaa. Silloin
kerrankin, kun kuormana oli kolme mattoa tupakkaa… Nopean
hevosensa avulla pääsi silloin pakenemaan ja ajaa karautti takaisin
Suomen puolelle…

Se oli silloin.

Mutta nyt olivat ajat muuttuneet. Tullikavallus oli käynyt paljon

hankalammaksi kuin jääneinä vuosina. Ruotsin puolen rajavartiostoa
oli lisätty, ja se oli nyt valppaampaa ja älykkäämpää kuin ennen.
Olipa melkein mahdotonta päästä heidän huomaamattaan rajan
toiselle puolen.

Mutta monesti oli Palomäen isäntä sentään päässyt, viime talvena

ja kesälläkin, eikä ollut hänen kimppuunsa osuttu.

Mutta sen hän hyvin ymmärsi, että yhä vaikeammaksi kävi

poikkivienti. Ruotsin puolen tullimiehet tiesivät hyvin, mitä peliä
Palomäen Santeri oli vuosikausia heidän kanssaan pelannut, ja he
koettivatkin kaiken voitavansa, saadakseen kerrankin »tuon kavalan
lurjuksen» kiinni.

Niin oli Palomäen isäntä kuullut tullimiesten keskenään puhelevan.

Ja lisäksi olivat uhanneet, että jahka kerran saadaan, otetaan
entisetkin asiat pengottaviksi.

Niinpä tietenkin!

Palomäen isäntää nauratti. Eivät ne tienneet neljättä osaakaan

siitä, mitä hän oli tullitta Ruotsin puolelle kuljettanut, eivätkä
osanneet aavistaakaan, mitä keinoja hän oli käyttänyt saadakseen
heidät syrjään silloin, kun enemmälti tullia kavallettiin!

Mutta nyt niitä oli vaikea enää pettää ja narrata. Ne olivat tulleet
niin ylen valppaiksi ja varovaisiksi, että yötä päivää vaaniskelivat.

Ja taas hän hymähti.

Kesän kuluessa hän oli miettinyt monenlaisia keinoja ja aikoi

vieläkin yrittää.

Suomesta oli kauppias Lamppa tilannut paljon tullinalaista tavaraa,

joka oli kuljetettu rahdilla Palomäkeen, mutta Santeri Palomäen
nimessä. Ja nyt syksyn tullen olivatkin Palomäen kaikki ulkohuoneet
ja aitat täynnä kaikenlaista tavaraa; oli jauhoja monenlaisia,
tupakkamattoja, puisia paperossilaatikoita isoja pinoja ja muutakin.

Lujalla oli ollut Lamppakin monta kertaa tullikavalluksesta ja

saanut sakkoa, mutta yhä yritteli, tietäen hyvin ansaitsevansa…

Kun Palomäen Santeri muisteli Lampan entisiä tyhmyyksiä, arveli

hän itsekseen olevankin parhaiksi, että sakotettiin. Omaa
tyhmyyttään sai syyttää. Hätäili ja hoppusi silloin, kun olisi pitänyt
hoksata ja toimittaa! Mokoma pahnus!

Taas Santeri muisti silmätä jäälle, mutta kun ei ketään kulkijaa

näkynyt, nousi hän ja meni pirttiin.

Talon emäntä oli ainoa pirtissä olija ja puuhaili hellan luona väelle
keittoa valmistellen. Hän näytti vanhemmalta kuin isäntä ja oli laiha,
pitkä ihminen punoittavine silmineen, jotka melkein aina näyttivät
olevan kyynelissä.

»Mitä sinä taas alat hommata, kun kuulut Oinas-Matin Ja Ranta-

Jussin panneen poikki käymään?» sanoi hän valittavalla äänellä
miehelleen.

»Hommaan mitä hommaan. Mitäpä sinä siitä», vastasi Santeri

tylyllä äänellä.

»Vielä sinä… Käy sinullekin niinkuin on käynyt Alatalon

miehellekin… niin kauan sinä värkkäät… Etkä minua kuuntele…»

»Elä lavertele», virkkoi vain isäntä ja läksi ulos, mutta ennenkuin

hän ehti ovelle, kerkisi emäntä vielä sanoa:
 »Kuuluu olevan Ruotsin puolen tullimiehilläkin tietona, että
Lampan tavaraa on meillä kuormittain.»

Isäntä pyörähtikin ovelta takaisin.

»Kuka sinulle sitä on kertonut?» tiukkasi hän äkeällä äänellä.

»Ruotsin puolen Iso-Liisa kertoi…»

»Liisa valehtelee…»

»Itse oli kuullut tullimiesten keskenään puhelevan. Uskotko nyt?»

Isäntä ei vastannut siihen mitään, meni vain ulos ja rykäisi.

Voi olla hyvinkin totta, mitä Ruotsin puolen Iso-Liisa oli puhunut.
Santeri tunsi käyvänsä vähän levottomaksi, mutta päätti olla rohkea.
Hyvät olivatkin ansiot tiedossa!

Hän käveli makasiiniin, joka oli väylän rantaan vievän tien varrella.
Siinä oli lattialla kattoon asti ulottuva pino tupakkamattoja ja toinen
puisia savukelaatikoita. Tupakkatavaralla olisi ensiksi kiire — niin oli
patruuna Santerille lähettänyt sanoja… sitten nisujauhoilla…

Hän järjesteli tavaroita makasiinissa ja oli syvissä mietteissä.

— Jos olisivat entiset ajat, niin kymmeniä kuormia saisi yössä

viedä, — hän mietiskeli. — Mutta Lampan on syy, että tullihurtat ovat
niin valppaita… Jos nyt tietävät — ja voivat hyvinkin tietää — että
Lampalla on täällä tavaraa, niin vaikeaksi taitaa tulla poikkivienti
isommissa erissä…

Mutta taas hän muisti miettimiänsä keinoja, hymähti itsetietoisesti

ja saatuaan työnsä makasiinissa valmiiksi läksi ulos. Hän seisahtui
nurkan luo ja katseli joelle ja Ruotsin puolelle päin. Jopahan näkyi
joku hevosella-ajaja jäällä! Pitkin jokea ajaa huristi, että kavioiden
kopse ja reenjalasten natina kuului selvästi, kun oli tyven ja kirkas
ilma. Hän katseli Lampalle päin, jonka uhkea rakennus siinä kohosi
korkealla joen törmällä uljaana kuin linna. Siellä oli Santeri
tuntevinaan Saalkreenin, valppaimman ruotsinpuolen rajavartijoista.

— Mitä ne nyt siellä koko päivää jaarittelevat! — mietti hän, ja

tyytymätön ilme tuli kasvoille ja suupieliin.

Kevein askelin hän sitten läksi nousemaan pihaan, meni

rekivajaan ja alkoi valmistella isoa kuormareslaa kuntoon. Otti uudet
teräksiset rekiraudat orrelta ja alkoi niitä sovitella jalasten alle.
Puuhaili siinä, syvissä mietteissä. Ei kuullut sitäkään, että kaksi
miestä, jotka olivat rannasta pihaan nousseet, nyt kävelivät rekivajan
ovelle.

Siinä vasta Santeri heidät havaitsi. Hän jätti työnsä kesken ja

virkahti miehille:

»Tulkaa sisälle!»

Toinen miehistä, Oinas-Matiksi nimitetty, oli vielä nuorenpuoleinen,

vankan ja rohkean näköinen. Hän oli Palomäen torppari ja Santerin
uskollinen ja paras kumppani tullikavallustoimessa. Mutta hänen
seuralaisensa oli pienoinen, tummanaamainen, elähtänyt mies,
jonka suu ja silmät aina näyttivät olevan naurussa. Häntä sanottiin
kylän kesken Ranta-Jussiksi, ja hänellä oli mökki joen rannalla
kappaleen matkaa Palomäestä.

Kun kaikki kolme miestä olivat päässeet Santerin huoneeseen,

kysyi hän, tottuneeseen tapaansa kuiskaamalla:
 »Mitä kuului?»

Oinas-Matti ja Ranta-Jussi tuntuivat löyhkäävän konjakilta, ja siitä

Santeri arvasi, että he olivat olleet patruunan puheilla. Hän tarjosi
miehille sikaarit, mutta ei ottanut itse.

»Hyvää kuului», kertoi Oinas-Matti. »Patruuna oli kovassa

hommassa, mutta sanoi pelkäävänsä… Tupakkaa kuuluisi ensiksi
tarvittavan…»

»Lehtitupakkaako?» kysäisi Santeri väliin.

»Lehtitupakkaa ensin, ja pitäisi paperossejakin saada… Mutta

liikkeellä kuuluivat tullihurtat jo olleen näinä öinä… Lampan
pihallakin olivat mennä yönä käyneet… monen kylän tullimiehet
yksissä…»

»Näkyikö nyt? Näkivätkö teidät?»

Santerin silmät kiiluivat.

»Oli käynyt Saalkreeni pihalla, mutta meitä ei nähnyt.» Santeri

mietti hetkisen, kysyi sitten:

»Toivoiko patruuna minua siellä käymään?»

»Käski sanoa, että sopii tulla. Ei luvannut vielä tulevana yönä

yrittääkään…»

»Pyh… Patruunan hommalla ei saataisi poikki mitään.»

Santeri sanoi sen halveksivalla äänellä.

 Pelkäävän näytti. Mennä yönä olivat tullimiehet saaneet suuren
'peslaakin' Makon kylässä…»

Santeri vilkastui.

»Elä helvetissä! Kuka kertoi?» kysyi hän innostuneena.

»Patruunalle oli telefoneerattu Makon kylästä…»

»Voi saakeli! Keltähän olivat saaneet?»

»Juurrus-Antilta. Oli, kuulemma, lähtenyt kolmitakkareellä

vetämään kahta voiastiaa Viiklundin porvarille, mutta rannassa olivat
tullimiehet saavuttaneet ja ottaneet molemmat…»

Santeria nauratti.

»Semmoinen pöljähän se on Juurrus-Antti aina ollut! Kumma kun

uskaltaa yrittää ollenkaan», hän sanoi, mutta nähtävästi hän oli
hyvillään, että toisella oli ollut huono onni.

Hetken he tupakoivat, mietteissään kukin.

»Satuitteko kuulemaan, joko muiden kylien tullimiehet olivat

Lampan läheisyydestä loitonneet?», kysyi Santeri sitten.

Ranta-Jussi alkoi nyt vuorostaan selittää:

»Iso-Joonas, Lampan renki, on pitänyt vahtia, ja aamun valjetessa

ovat toisten kyläin tullimiehet poistuneet… Joonas minulle tallissa
selitteli…»

»Hyväpä on», virkahti Santeri siihen ja lisäsi hetken kuluttua:

 »Tänä yönä yritämme! Minä lähden vakoilemaan, missä tullimiehet
oleskelevat… Jäät ovat kai hyvät?»

»Vahvat ovat. Epäilemättä saa ajaa mistä tahtoo», vakuutti Oinas-

Matti.

Vielä he juttelivat hetkisen kuiskaamalla totuttuun tapaansa, aivan

kuin heitä olisi joku pahansuova kuuntelemassa. Santeri antoi vielä
määräyksiä miehille ja kuiskasi lopuksi:

»Ei olla pojat, kuivin suin ensi yönä!»

Molemmat miehet nauraa virnistelivät tyytyväisinä.

*****

Kun ilta alkoi hämärtyä, veti Santeri keveän takkiturkkinsa ylleen ja

läksi viuhtomaan Ruotsin puolelle. Varalta hän otti kirveen käteensä,
jotta vielä saisi jäätä koetella.

Tulet olivat jo sytytetyt Lampan isossa rakennuksessa, kun Santeri

saapui rantaan, Lampan venevalkamaan. Siihen hän istahti kiven
katveeseen ja kuunteli…

Eipä kuulunut liikoja. Lampan pihasta kuului hevosten tiukujen

helinää ja tulevien ja menevien rattaiden rytinää. Ylhäältä päin joen
jäältä kuului kuin olisi hevosella ajettu pitkin munakkaa.

Hän nousi ja läksi rantajäätä pitkin kävelemään ylös päin, missä

tiesi tullimiesten asuvan. Mutta hän ei kävellyt yhteen menoon kuin
kymmenen syltä, sitten taas seisahtui kuuntelemaan. Selvästi kuului
puhelua ruotsinpuolen maantieltäkin, ja talojen pihoilta ääniä ja
liikettä.
 Hänen sopi nähdä se talo, jossa tämän kylän rajavartijat asuivat.
Mutta niiden huoneista ei vielä näkynyt tulia. Nukkuivatko vai olivatko
vahtimatkalla?

Siitä piti hänen saada selvä.

Hämy olikin jo muuttunut pilkkopimeäksi. Viimeinen päivän vinkka

oli kadonnut lännen taivaalta ja tähdet alkaneet vilkkua. Santeri
käveli rantaa pitkin sivu talon ja nousi vasta ylempänä maanrantaan.
Matalaa varvikkoa seuraten ja kumarassa kulkien hän lähestyi taloa
ja pääsi ihan rakennuksen taakse.

Siinä taas kuunteli, silmät ja korvat auki ja hermosto jännityksessä.

Ei kuulunut minkäänlaista ääntä tai liikettä.

Santeri rohkaisihe ja meni konttaamalla seinän vieritse tullimiesten

ikkunan alle.

Siihen hän asettui kuuntelemaan.

Kotonahan olivat! Santeri erotti heidän puhelevan keskenään ja

tunsi äänestä, keitä he olivat. Tämän kylän tullimiehiä olivat:
Saalkreeni, jolla oli monivuotinen viha Santerille, samoin toisillakin:
Kruukilla ja Fynkellä, vaikkei Santeri ollut näiden jälkimmäisten
kanssa sattunut vastakkain, niinkuin Saalkreenin kanssa oli sattunut.

Minkävuoksi he istuivat pimeässä? Varmaan sen vuoksi, että

uskottaisiin heidän olevan poissa kotoa… ja taas kun lähtevät
liikkeelle, niin sytyttävät tulet, että luultaisiin heidän olevan kotona…

— Vai niin, herrat, — naurahti Santeri. — Jopa päästiin selville,

mitä keinoja käytätte…
 Hän konttasi takaisin samoja jälkiä kuin oli tullutkin. Ehtiessään
varvikkoon hän kuuli takanaan koiran haukkuvan. Mutta hän joudutti
menoaan ja saapui pian jäälle. Tulista vauhtia hän läksi kävelemään
Suomen puolelle päin, merkkinään pitäen pienen pientä valoa, joka
tuikki hänen kotinsa tallinullakosta. Sen oli sinne Oinas-Matti
Santerin neuvosta pannut.

Hän oikaisi suoraan valoa kohden ja saapui pian pihalle. Nurkalla

odottivat Matti ja Ranta-Jussi.

»Pian ruuna reslan eteen ja pankaa kuormaksi ne, jotka erotin

oven eteen makasiinissa», alkoi hän miehille puhella supattamalla.
»Mutta joutukaa! Väli on selvä. Minä lähden edeltäpäin!»

Muuta hän ei ehtinyt sanoa. Miehet kävivät toimeensa, ja Santeri

viuhtoi mennä puolijuoksua jäätä poikki Lampalle päin.

Lampan pihalla hän tapasi Ison-Joonaan ja selitti mitä oli tekeillä.

Joonaskin vilkastui.

»Avaa makasiinin ovi ja varro makasiinissa, jotta olet valmiina

auttamaan tupakkamattoja sisälle, kun Matti ja Jussi tulevat», neuvoi
hän Joonasta.

»Ymmärrän hyvin», vastasi Joonas ollen hänkin toimessa.

Mutta pelkäsi Santerikin. Rajavartijat saattoivat tulla minä hetkenä

hyvänsä. Sen vuoksi hän loittoni pihalta tielle päin, jotta, jos näkisi
tullimiesten lähteneen liikkeelle, rientäisi rantaan ja palauttaisi
poikkitulevat miehet kuormineen takaisin. Mutta hän ei tyytynyt
pitkälti tiellä vakoilemaan. Johtui mieleen, että tullimiehet
saattaisivatkin nyt näin hyvän jääkelin aikana kulkea pitkin rantoja…
 Ja hän kiersi Lampan kartanon taitse joen rantaan. Hänen tarkka
korvansa kuuli, kuinka Joonas aukaisi makasiinin lukkoa ja rykäisi.

Jäälle päästyään hän alkoi kuunnella.

— Jopa niiden pitäisi alkaa ehtiä, — hän arveli. — Mitä pirua ne

viivyttelevät?

Hän kuunteli ja koetti teroittaa katsettaan illan pimeään. Jo kuului

rätinää suomenpuoliselta rannalta, ja Santeri arvasi, että jo ajoivat
rantatörmästä jäälle… Kuului sitten vain hevosen kavioiden kopse,
kun se täyttä ravia tulla porhalsi paukahtelevaa jäätä myöten,
nopeaa vauhtia lähestyen ruotsinpuolista rantaa…

Santeri juoksi pihaan. Ei näkynyt tullimiehiä, mutta hän huomasi

patruunan kävelevän konttorissa edestakaisin lattialla, sikaari suussa
savuamassa.

Joka haaralle hän silmäili ja kuunteli. Ei kuulunut muuta kuin

kavioiden kopse, ja Santeri näki, kun hevonen kuormineen nousi
jäältä venevalkamaan, että rekiraudat iskivät kiviä vasten tulta, ja
kipunat sinkoilivat kauas…

Samaa vauhtia juosta kaahotti Palomäen vankka ruuna rantatietä

pihaan, niin että rekiraudat kiljuivat, ja vilahti läpi pihan, jossa Oinas-
Matti sivalsi piiskalla kyljelle. Nelistäen hevonen meni kuormineen
makasiinin eteen…

Santeri seisoi vieläkin nurkan takana ja kuuli, kuinka Iso-Joonas ja

Oinas-Matti ähkivät vääntäessään raskaita tupakkamattoja
makasiiniin. Silloin hänkin riensi makasiinin luo ja toimitti nopeasti
Matin tyhjin resloin palaamaan Suomen puolelle. Matti oli tottunut
tullikavaltaja, eikä hän kauan viivytellyt, ennenkuin istahti tyhjään
rasiaan, löi pitkällä ruoskalla hevosta lautaselle ja ajaa huristi täyttä
neliä pihan läpi rantaan.

Joonas jäi sulkemaan makasiinin ovea, ja Santeri käveli pihaan.

Mutta juuri kun hän ehti keskelle pihaa, juoksivat tullimiehet
rantakujasta häntä vastaan.

He olivat kuulleet hevosen lähtevän Lampan pihasta täyttä neliä ja

jäitse rientäneet juoksujalassa katsomaan. Mutta he eivät tunteneet
menijää, joka hutki hevosta piiskalla, niin että ilma lauloi. Läähättäen
he juoksivat pihaan, eikä Santeri ehtinyt mihinkään piiloon pujahtaa.

Kun he näkivät Santerin, selvisi heille, että jotakin oli tekeillä.

»Mitäs Palomäen isäntä täällä toimittelee?» kysyi Saalkreeni

vihaisella äänellä heti kun he tunsivat Santerin.

Santeri tekeytyi viattomaksi.

»Tulin tänne katselemaan, mitä tälle puolen väylää kuuluu»,

vastasi hän naurusuin, kävipä kättelemäänkin tullimiehiä.

»Kuka täältä vasta lähti laukkaa ajaen Suomen puolelle?» kysyi

Saalkreeni, joka ei ollut kätellyt Santeria.

»Kuulin minä kolua ja kavioiden kapsetta, mutta en nähnyt… juuri

tulin sisältä, kun kujasta hurautti rantaan», selitti Santeri tosissaan ja
kysyi sitten:

»Mitäs muuten kuuluu?»

 Saalkreeni kirosi ruotsiksi, ja ruotsia puhuen juttelivat muutamia
sanoja toisetkin.

»Kyllä me ymmärrämme sinun vehkeesi, mutta yritäpäs vielä»,

sanoi
Saalkreeni ihan Santerin nokan alla.

»No no, mikäs herroilla nyt on, kun noin äkäisiä ollaan?» sanoi
Santeri siihen.

Ruotsia he vieläkin solkkasivat, mutta sen verran Santeri ymmärsi

heidän puheestaan, että he mainitsivat Oinas-Mattia ja Ranta-Jussia.

»Kyllä me selvän otamme», sanoi Saalkreeni taas, tuimasti

katsellen
Santeria, joka ei ylettynyt kuin Saalkreenin olkapäähän.

Santeri naureskeli.

»Niin tehkää, hyvät herrat… Koettakaa parastanne!» virkkoi hän

hyvästiksi, nousi Lampan korkeita rappusia ylös ja kääntyi konttorin
puolelle.

Lamppa oli kuullut, kuinka hevonen kuormineen laukkasi pihaan ja

sitten makasiinin eteen ja samaa kyytiä takaisin. Oli arvannut, mitä
hommattiin, mutta ei ollut uskaltanut tulla ulos…

»Parasta olikin, että pysyitte sisällä», sanoi Santeri. »Tullihurtat

ovat paraikaa tuolla pihalla…»

»Herr Jessus!» hätäili patruuna. »Näkivätkö mitään?»

»Myöhästyivät…»