Chapter 3 Harp

     The chapter does a good job illustrating the educational situation that the traditional lecture faces.  The explanations of the attributes of both the lecture and the continuous changes that face digital history are excellent in giving the reader a well rounded understanding of the academic sector and digitalization.  The concept of VARK was something that I personally found most interesting.  The discussion over types of learning seems as though it will be highly influential in the development of digital history, as digitalization can be more varied for various types of learners.

    The first and second methods of digital teachings seem to be far less applicable to the broader educational system, where as the 3 seems as if it is the most impactful for digital history.  This focus on the computer and its abilities as well as what both a student and educator could do with computing and a massive amount of information were necessary steps to lead to the the fourth step, which seems to be a more well blended combination of traditional and digital computing power.

    The authors argument that history as a field was reactionary to the age of the computer is well argued and well supported, as well as the claim that the changes were both important to keep up while also being unsuited in the original attempts.

    Going forward I expect to see augmented reality being implemented for attendance, administration, and full on class demonstrations.  I expect that augmented reality is the most developed technology with a useable application that could be distributed to classrooms in the near future.  

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