Highlights the top ten mistakes in academic Web design: (1) bloated graphics; (2) scaling images; (3) dense text; (4) lack of contrast; (5) font size; (6) looping animations; (7) courseware authoring software; (8) scrolling/long pages; (9) excessive download; and (10) the nothing site. Includes resources. (CMK)

Discusses how to develop a history course using the World Wide Web; course development software; full text digitized articles, electronic books, primary documents, images, and audio files; and computer equipment such as LCD projectors and interactive whiteboards. Addresses the importance of support for faculty using technology in teaching. (PAL)

Describes the educational philosophy and decisions that shaped development of an electronic reader's edition of James Madison's notes on the debates of the Philadelphia Convention of 1787. Discusses the role of hypermedia in history instruction. %Illustrates and explains the design of the resource. (PAL)

Responds to the article, "Blackboard's COURSEINFO: Supplementing In-Class Teaching with the Internet," by David M. Fahey. Focuses on the benefits and drawbacks to using this software to have a paperless course Includes an overall review of COURSEINFO. (CMK)

Considers the idea of interactivity and its parameters, suggesting that historians must raise their expectations for educational software used in teaching their students. Presents a taxonomy of interactivity for computer tutorials stating that students need motivation, opportunity, and a means to learn. (CMK)

Discusses the use of Blackboard COURSEINFO at Miami University (Ohio). Focuses on the promotion of courseware intended for supplementing traditional teaching, but not replacing it. Describes the content of COURSEINFO and includes graphics, displaying sections of COURSEINFO. (CMK)

Focuses on six points for connecting teaching with technology: (1) teach your actual students; (2) improve students' historical and critical thinking skills; (3) promote using real-world skills; (4) provide links between the classroom and the real world; (5) relate to various learning styles; and (6) allow students to learn from one another. (CMK)

Focuses on the use of hybrid instruction by using the best aspects of traditional teaching incorporated with online instruction. Discusses the basic guidelines for teaching hybrid courses, what works and does not work in a hybrid class, and the improvements for future hybrid classes. (CMK)

Provides a survey of various Internet sites that focus on the religious practices in modern China (People's Republic of China) listing such sites as: (1) the China Daily Web site; (2) the U.S. Department of State online documents; and (3) the Web site for Human Rights in China. (CMK)

Considers what computers contribute to the work of historians, and of history teachers, that is specific to the nature of computers and cannot be accomplished by other tools available to historians today. Suggests that simulation games and databases be used to reduce the historian's unspoken biases when examining the conditions of historical…

Describes the Digital Learning Interactive textbook which allows instructors to customize an online textbook to meet the needs of the instructor and the students. Discusses the features and components aimed at engaging students in the Digital Learning Interactive text. (CMK)

Explores examples of software that employs interactivity to engage students in a dialogue with the past: (1) "Reverse America"; (2) "Pilgrims and Indians"; (3) "Keys to Victory in the War for Independence"; (4) "Monmouth"; (5) "Critical Period"; (6) "Translating"; (7) "Founders"; and (8) "Convention". (CMK)

Discusses the resources "The Great American History Machine: An Interactive Atlas of 19th and 20th Century U.S. Social and Political History" and "The Valley of the Shadow: Two Communities in the American Civil War." Describes how each is used to teach undergraduates in a course on history research methods. (CMK)

Identifies reasons for using computers to teach world history. Discusses how instructors can acquire and use digital classroom resources. Describes how to develop and use online courses and course Web pages. (PAL)

Identifies the advantages of computer-based multimedia (CBM) in history education and provides the rationale for developing CBM resources on Scottish social history. Provides a description of the CD-ROM "Doon the Watter" and discusses its use in schools. (CMK)