Description
Book SynopsisThe impact of ICT on the teaching of classical languages, literature and culture has not until now been extensively described and evaluated. Nevertheless, educational technology has made a huge difference to the ways in which Classics is taught at junior, senior and college level. The book brings together twenty major approaches to the use of technology in the classroom and presents them for a wide, international audience. It thus forms a record of current and developing practice, promotes further discussion and use among practitioners (teachers, learners and trainers) and offers suggestions for changes in pedagogical practices in the teaching of Classics for the better. The many examples of practice from both UK and US perspectives are applicable to countries throughout the world where Classics is being taught. The more traditional curricula of high-school education in the UK and Europe are drawing more and more on edutech, whereas educational jurisdictions in the US are increasing
Trade ReviewThis must surely now become the seminal text now for all those engaged in the teaching of classics, whether the languages or civilisation. It is also extremely relevant to those who are interested in the development and application of technology in schools and colleges, regardless of subject specialism. * Classics for All *
[This book] allows us, in many ways, to better understand the need to adapt the teaching of Classics to the digital and collective age, and provides teachers with valuable advice. educational, theoretical and practical, to arouse a renewed interest in ancient worlds among students. * Anabases (trans. by Bloomsbury Academic) *
The main contribution of the volume is its rootedness in practice; instead of manifestos, theory, and prophetic mantras, individual chapters represent reports from the trenches, as it were: real-life experiments with a range of technologies with real students in physical and virtual classrooms … This is an inspiring and useful book and even the most obstinate Hotmail user will find it invigorating. * Greece & Rome *
What shines through every chapter of this volume, and the text as a whole, is the persistent relevance of principles underpinning digital Classics pedagogies ... and are more potent now for having been put to the ultimate test. * The Classical Review *
Table of ContentsContents List of Figures Editors and Contributors Foreword
Kenneth Kitchell, independent scholar, USA Acknowledgements Introduction
Bartolo Natoli, Randolph-Macon College, USA and Steven Hunt, University of Cambridge, UK Part I Blended and Distance Models 1 Flipping Romans: experiments in using technology for teaching in higher education
Kate Gilliver, Cardiff University, UK 2 Auream quisquis mediocritatem diligit: The Joyful Learning Community Model for Learning Latin Online
Justin Schwamm, independent scholar, USA 3 Distance Learning Latin
Verity Walden, independent scholar, UK 4 Making IT Count: Measuring Student Engagement with Online Latin Resources at the Open University
Mair Lloyd, independent scholar, UK and James Robson, Open University, UK 5 VLW, Latin Literature, and Student Voice
Elizabeth Lewis, independent scholar, UK 6 Going Digital: The Principles behind CyberCaesar
Alan Chadwick, independent scholar, UK 7 Una Vita: Exploring the Relationship between Play, Learning Science, and Cultural Competency
Stephen Slota, University of Connecticut, USA and Kevin Ballestrini, independent scholar, USA Part II Classics without Language: Literature, Culture, and Outreach Models 8 Using Virtual Learning Environments for Classics Outreach
Emma Searle, independent scholar, UK 9 From Research on Roman History into Cartoons and Outreach to UK Schools
Ray Laurence, Macquarie University, Australia 10 Vase Animations and Primary-Aged Learners
Sonya Nevin, independent scholar, UK 11 Sketchup and digital modelling for Classics
Matthew Nicholls, University of Reading, UK 12 iPad Technology and the Classics Classroom
Caron Downes, independent scholar, UK 13 Just-in-time learning: Using handheld voting devices in the undergraduate lecture room
Helen Lovatt, University of Nottingham, UK 14 Teaching the Geography of the Ancient World
Scott Arcenas, Dartmouth College, USA Part III Using Technology in the Ancient Language Classroom 15 Bridging the Gap between Students and Antiquity: Language Acquisition Videos with Minecraft and CI/TPRS
Jessie Craft, independent scholar, USA 16 On Stage and Screen: ‘Big Book’ Latin and Dialogic Teaching
Steven Hunt, University of Cambridge, UK 17 Using Annotations in Google Docs to Foster Authentic Classics Learning
Roger Travis, University of Connecticut, USA 18 Project-Based Learning, Technology, and the Advanced Language Classroom
Bartolo Natoli, Randolph-Macon College, USA 19 In the Classroom with Multi-Modal Teaching
Lisa Hay, independent scholar, UK Appendix I Glossary of terms Appendix II Comparison of UK and US Educational Systems Index
