Teaching Classics with Technology

Teachers of classics explore how the intersection of methodological shifts and the incorporation of technology is impacting the classics classroom. They cover blended and distance models; classics without language: literature, culture, and outreach models; and using technology in the ancient language classroom. Among their topics are auream quisquis mediocritatem diligit: the joyful learning community model for learning Latin online, using virtual learning environments for classics outreach, from research on Roman history to cartoons and outreach in British schools, teaching ancient geography with digital tools, and in the classroom with multi-modal teaching. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)
The 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 increasingly expecting high-school students to use ICT in all lessons, with some actively dissuading schools from using traditional printed textbooks. This book presents school teachers with a vital resource as they adapt to this use of educational technology in Classics teaching. This is no less pertinent at university level, in the UK and US, where pedagogy tends to follow traditionalist paradigms: this book offers lecturers frameworks for understanding and assimilating the models of teaching and learning which are prevalent in schools and experienced by their students.