摘要：
Historians have been taking advantage of new technologies knowingly or unknowingly, directly or indirectly, willingly or reluctantly in their teaching and research for several decades now. In the 1960s, they began to abandon the chalkboard for acetate transparencies and felt-tipped pens in their teaching. By the 1970s, they began to use tape recorders to collect oral evidence, to consult microfilmed versions of newspapers, and to make photocopies of primary documents they could analyze later at their leisure. The 1980s saw historians using fax machines to communicate with one another and Personal Computers (PCs) for word processing, number crunching, and data storage. During the early 1990s, some connected their PCs to electronic networks and now have at their disposal the facility to do even more, often without having to leave their homes or offices. Today, historians can search remote archives and library collections, access digitized versions of items to examine in detail, and manipulate data extracted from remote sources using statistical packages. Most fundamentally, though, computers enable historians to compose their thoughts on screen using a word processing package and to make modifications as they go. They can illustrate reports with graphics (still or moving images, captured or generated) imported into the documents using a desktop publishing program or presentation package. They can send documents to distant colleagues (knowing it will be with them almost instantaneously), pass it on to publishers for immediate printing, or publish it themselves in hard copy or electronic on-line formats. They can mount the end product on a file server (as a postscript, html, CAL, or a self-running presentation file) so that others can consult it regardless of their whereabouts. The Internet is at the center of this brave new world of technologically assisted research. The Internet is an international telecommunications grid of computer networks that spans the globe. It
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