Outside of my typical academic circles I am often met with surprised looks when I mention that I am an historian/archaeologist. This is because I have garnered a reputation as a virtual reality (VR) developer and photogrammetrist not only within the video game industry in Toronto, but also through my work as a Principal Investigator in applied research at Durham College in Oshawa, Ontario. This assumption that my areas of specialization - Ancient History, Photogrammetry (3D scanning), and VR Development – are somehow incompatible or strange, stems from the presumption that the study of old things requires old, or otherwise non-technical, methodologies. The truth of the matter, however, is that history and immersive technologies go hand in hand. In the early stages of my PhD programme in Ancient History at York University, I started using photogrammetry methods to make 3D scans of archaeological objects, environments, and buildings for the archaeological projects on which I worked in the summers. The photo-realistic textures and geometries from the scans were not just mesmerizing, but more importantly allowed us to preserve perfectly each layer we excavated during during archaeological projects. It also permitted a level of fidelity previously impossible by means of line-drawings done by hand – the traditional method often used to record the details of each archaeological layer. Photogrammetry is digital preservation at its best. In the Fall of 2014, I was able to get a hold of the first consumer grade VR headset available, the Oculus Rift DK2, and immediately realized that VR was the perfect medium for immersing oneself in the 3D scans from these summer excavations. With the permission of the excavation directors of archaeological projects for which I was making the 3D scans, I began coding and building VR programs using the Unreal and Unity 3D real-time engines and the rest, as they say, is history. Since then, I have successfully built dozens of VR, computer based, and smartphone applications for teaching, visualizing, acquiring, and experiencing knowledge about the ancient world in new and exciting ways. Since 3D scanning and VR technology are both still in their infancy, the level of preservation and immersion provided by these technologies presents an immense opportunity not only for teaching history to students, but for teaching students how to do history in an increasingly digital world. In this respect, I see my career goal in digital history as three-fold: firstly, to preserve as many objects and environments from both the past and present as humanly possible. Secondly, to develop an accessible platform to store and disseminate these digital objects along with any necessary information about them. Thirdly, to develop new forms of pedagogy that incorporate digital history methods into the teaching environment and allow students to use these methods actively as they learn history. In this endeavour so far, I have created VR training programs that have been used for teaching at the University of Victoria (Victoria, BC) and York University (Toronto, Ontario), continued working with international archaeological projects to scan archaeological materials, and conducted teaching experiments with   university students that integrate VR development and historical content, providing students with an opportunity to learn skills in both computer science and history concurrently. Especially with the introduction of computer coding to Canadian public-school curricula, coding will be a standard skill among students in our university classrooms within the next decade. As such, this will only increase the efficacy of introducing 3D design elements to history assignments, which I have demonstrated in my recent publication in the Journal of Classics Teaching (Forsyth, 2022).