Teaching Classics with Technology
Published 13th June 2019
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.
“This 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.
The editors have skilfully put together a collection of 19 pertinent case studies, all written by current practitioners in schools, colleges and universities in the UK and USA. Each describes the author’s methodology clearly, explaining how their practice is rooted in pedagogical and philosophical theories and providing rigorous evaluation of the success of their approach. Copious notes and references support each chapter, and appendices provide a glossary and a brief outline of the British and American educational systems... This book aims ‘not only to shine the spotlight on the tremendous and innovative uses of instructional technology occurring in Classics classrooms across the globe, but also to provide fodder for inspiration and debate, for collaboration and networking, and—ultimately—for teaching and learning.’ I have no doubt that it fulfils these aims and will be an inspiration to countless teachers.”