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…mehr
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.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Bartolo Natoli is Lecturer in Classics at Randolph-Macon College, USA. As well as his PhD in Classics, he holds a Masters in Education with an emphasis in educational technology and distance learning, and is editor for the Classical Journal Forum, a peer-reviewed and pedagogically focused publication. He has served on the American Council for the Teaching of Foreign Languages steering committee for the refashioning of US national standards for Classical language instruction with an emphasis on technology. Steven Hunt is Subject Lecturer of the PGCE in Classics at the University of Cambridge, UK. He has taught Classics for over twenty years in state comprehensive schools and is author of Starting to Teach Latin (Bloomsbury Academic, 2016) and an Editor of Forward with Classics (Bloomsbury Academic, 2018). Steve is Editor of the Journal of Classics Teaching, contributes regularly to CPD events at national and international levels, and is a consultant and trainer for the UK charity Classics for All.
Inhaltsangabe
Contents 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
Contents 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
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