Back Cover: Back Cover: Amazing Stories, Vol. 20, No. 9 (December 1946). Cover art by Bob Hilbreth. Image uploaded to Wikimedia Commons by user "The Big Bad Wolfowitz" on 21 September 2015. Public domain (image modified). https://commons.wikimedia.org/wiki/File:Amazing_stories_194612.jpg.

Today's media-saturated environment bombards us with breathless updates about an inevitable march into a New Digital Age. News reports, corporate press releases, advertising campaigns, and investor pitches persistently wax poetic--and prophetic--about VR, AR, AI, LLMs, GPTs, IoT, etc. In a trillion-dollar industry, competitors battle over who is "first" to conceptualize such unprecedented technology.

Consider, however, the cover artwork on this issue of The History Teacher. In a colorful scene, two men are outfitted with electromechanical headsets, complete with eyewear, operated by intricate machinery at the touch of a button. This elaborate visualization was published by the pulp magazine Amazing Stories in 1927--nearly 100 years ago.

As historians, we continuously navigate past, present, and future in pursuit of scholarly excellence. As educators, we likewise interweave tried-and-true traditions with inventive initiatives to best serve our students. During what seems to be a particularly tumultuous time, we offer a thoughtful trio of articles in this edition of The History Teacher, which has a special focus on Digital Developments.

Against Tasks and Hallucinations: Returning to Thought in the Age of Machine Learning
  by Lily Lucas Hodges   (pp. 409-430)

Experiential Learning in the Age of AI: Case Studies from the University of Illinois
  by Connor M. Barnes and Stefan Djordjevic   (pp. 431-472)

Teacher Candidates' Perceptions of Individual and Collective Virtual Reality Experiences
for Teaching History
  by Lauren McArthur Harris, Toby Vaughn Kidd, Bea Rodriguez-Fransen,
  and Victoria E. Thompson   (pp. 473-496)

Full Reviews Section   (pp. 497-510)

Adamovsky, Ezequiel. A History of Argentina: From the Conquest to the Present
  by Sabrina González

Alpers, Edward A. and Thomas F. McDow. A Primer for Teaching Indian Ocean World History:
Ten Design Principles
  by Jyoti Gulati Balachandran

Feld, Marjorie N. The Threshold of Dissent: A History of American Jewish Critics of Zionism
  by Jacob Beckert

G'sell, Brady. Reworking Citizenship: Race, Gender, and Kinship in South Africa
  by Dawne Y. Curry

Hirata, Koji. Making Mao's Steelworks: Industrial Manchuria and the Transnational Origins
of Chinese Socialism
  by Zhaojin Zeng

Ross, Corey. Liquid Empire: Water and Power in the Colonial World
  by John K. Babb

Scheuerell, Scott K. Students as Historians: Using Technology to Examine Local History
Beyond the Classroom
  by Lauren Lefty

Steele, M. William. Rethinking Japan's Modernity: Stories and Translations
  by Natalia Doan

408   Awards & Recognitions 2024-2025

511   Index to Volume 58

406   Contributors to The History Teacher
516   The History of The History Teacher
525   Questionnaire for Potential Reviewers
526   Membership/Subscription Information
528   Submission Guidelines for The History Teacher

517   Jeffrey Boutwell: Boutwell
518   Broadview Press: Solving the Puzzle
518   William Heath: Inventing the Americas
518   Joel D. Joseph: Black Mondays
519   Rodney Ross: Harrisburg in the World Wars
520   National History Day: Stay Connected to Us
521   American Historical Association: The 139th Annual Meeting
522   Society for History Education: OAH Member Discount
523   Organization of American Historians: Celebrate 250 Years
524   Society for History Education: Excellence in History Education

Connor M. Barnes is a graduate student pursuing a joint Ph.D. in History and Public History at Loyola University Chicago. His research focuses on how education has shaped the politics of race, class, ethnicity, and gender in Chicago from 1900-1960. He has taught at the secondary and post-secondary levels and developed public history programming in collaboration with Chicago Public School educators and the National Park Service.

Stefan Djordjevic is the Associate Director of Undergraduate Studies in History at his alma mater, the University of Illinois Urbana-Champaign. He specializes in the cultural history of the Balkans and East-Central Europe. His research focuses on the legacy of the Great War and its impact on national identities. Stefan teaches courses on the Ottoman Empire, the Modern Balkans, World War II, and public history methods, along with leading a study abroad program to Prague.

Lauren McArthur Harris (Ph.D., Educational Studies, University of Michigan) is an Associate Professor of History Education at Arizona State University. She is a former ninth-grade world history teacher in Arlington, VA. Her research focuses on representations of history in curricular resources and investigates how teachers teach history in schools. She is co-editor of Teaching Difficult Histories in Difficult Times: Stories of Practice (2022) and The Wiley International Handbook of History Teaching and Learning (2018).

Lily Lucas Hodges is an Assistant Instructional Professor for the History Department at Chapman University, specializing in modern U.S. and LGBTQ+ history with a particular emphasis on the AIDS epidemic, with additional research and teaching interests in critical and ethical inquiry of artificial intelligence. Hodges is currently completing their book manuscript, Matter of Time: The Archives of Three Gay Fathers.

Toby Vaughn Kidd holds an M.Mus. in Vocal Performance from Northern Arizona University and is Head of Experimentation and Innovation at the University of Exeter in England. He is a creative professional and innovative leader working internationally to advance key initiatives related to emerging technology, new models for learning and teaching, and addressing systemic changes within the context of higher education. In addition, Toby is a professional singer and a Grammy-winning recording artist.

Bea Rodriguez-Fransen is an Assistant Research Professor in Principled Innovation at Arizona State University's College of Global Futures. A Senior Global Futures Scholar and TED-Ed Innovative Educator, she earned her Ed.D. in Leadership in Adult Learning and Higher Education from Aurora University. Her book, Education and Decolonial Futures in the Philippines, highlights the little-known Philippine-American War from 1899-1913. She shares insights from the book in her 2024 TED Talk, "Unlocking Indigenous Knowledge: A New Path for Education."

Victoria Thompson received her Ph.D. in History from the University of Pennsylvania. For over thirty years, she has been teaching undergraduate and graduate history students in everything from large surveys to small seminars. Her research focuses on Paris in the eighteenth and nineteenth centuries, with special interests in urbanism, travel writing, gender, and space and place. She is currently a Professor and Chair of the School of History and Sociology at the Georgia Institute of Technology.