Abstract

The increased popularity of desktop documentary making among both teachers and students in history classrooms warrants an examination of its integrationinto classroom instruction. This multiple case study focused on two secondary students in an AP European History course during a unit that featured desktopdocumentary making. Employing Cultural Historical Activity Theory (CHAT) as a theoretical framework, this study revealed that the students constructedhistorical narratives with multiple web-based encounters that affected their composition over a span of time. Whenever students experienced tensions in their narrative process, the students made historical judgments that furthered the narrative process. These judgments were, at times, based on evidence, and atother times devoid of evidence. These findings suggest that students may form baseless historical conclusions when given creative freedom in a desktopdocumentary making assignment. The challenge for history teachers and teacher educators who seek to integrate desktop documentary making into theirinstructional repertoire is to balance the need to provide students with creative freedom while creating an instructional setting that effectively and efficientlyaddresses students' historical understanding.