<p>ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future.</p><p>We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject.</p><p>In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view.</p><p>The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.</p>

ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future. We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject. In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view. The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.