Journal of Data Processing Volume 9 Number 2 June 2019 40 The Role of Information and Communication Technologies in the Teaching and Learning of History Anastasia D. Vakaloudi 1 , Vasileios Dagdilelis 2 1 Teachers’ Supervisor in Secondary Education (Linguistics, Literature, History) - Ministry of Education Greece anvakaloudi@yahoo.gr 2 Professor, Department of Educational and Social Policy University of Macedonia Greece dagdil@uom.gr ABSTRACT: This paper is based on the findings that arose from history lessons that took place within the context of a research study carried out on a diverse student population at various Secondary Schools (Junior and Senior High Schools). The objective of this research was to examine the effectiveness of history teaching methods employing Information and Communication Technology (ICT) in comparison to other traditional methods that were applied during the learning process. Keywords: ICT, School Education, Learning Received: 17 September 2018, Revised 9 November 2018, Accepted 21 November 2018 DOI: 10.6025/jdp/2019/9/2/40-45 © 2019 DLINE. All Rights Reserved 1. Introduction This paper is based on the findings that arose from history lessons that took place within the context of a research study carried out on a diverse student population at various Secondary Schools (Junior and Senior High Schools), within the county of Thessaloniki (Greece), during the school years 2009 – 2011. The objective of this research was to examine the effectiveness of history teaching methods employing Information and Communication Technology (ICT) in comparison to other traditional methods that were applied during the learning process [1]. The findings and conclusions that will be presented arise from history lessons that took place in classes of students in a variety of schools, in the Computer Science Laboratories, where the children worked in teams using computer terminals or in classrooms. In general, the lessons were designed so that they could furthermore be conducive to the following objectives: the cultivation of new literacy, technological and digital literacy or techno-literacy, the social extent of which is very broad – a fact that cannot be overlooked by schools. The content of this new literacy could be focused on: the cultivation of information search strategies, the ability to pinpoint a specific piece of information