  Digital technologies, such as the Internet and Artificial Intelligence, are
part of our daily lives, influencing broader aspects of our way of life, as
well as the way we interact with the past. Having dramatically changed the ways
in which knowledge is produced and consumed, the algorithmic age has also
radically changed the relationship that the general public has with History.
Fields of History such as Public and Oral History have particularly benefitted
from the rise of digital culture. How does our digital culture affect the way
we think, study, research and teach the past, as historical evidence spreads
rapidly in the public sphere? How do digital technologies promote the study,
writing and teaching of History? What should historians, students of history
and pre-service history teachers be critically aware of, when swarmed with
digitized or born-digital content, constantly growing on the Internet? And
while these changes are now visible globally, how is the discipline of History
situated within the digital transformation rapidly advancing in Greece?
Finally, what are the consequences of these changes for History as a subject
taught at Greek secondary schools? These are some of the issues raised in the
text that follows, which is part of the course materials of the undergraduate
course offered during winter semester 2020-2021 at the School University of
Athens, School of Philosophy, Pedagogy, Psychology. Course Title: 'Pedagogics
of History: Theory and Practice', Academic Institution: School of
Philosophy-Pedagogy-Psychology, University of Athens.
