Teaching Classics with Technology

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.

• ContentsList of FiguresEditors and ContributorsForeword Kenneth Kitchell, independent scholar, USAAcknowledgementsIntroduction Bartolo Natoli, Randolph-Macon College, USA and Steven Hunt, University of Cambridge, UKPart I Blended and Distance Models1 Flipping Romans: experiments in using technology for teaching in higher education Kate Gilliver, Cardiff University, UK2 Auream quisquis mediocritatem diligit: The Joyful Learning Community Model for Learning Latin Online Justin Schwamm, independent scholar, USA3 Distance Learning Latin Verity Walden, independent scholar, UK4 Making IT Count: Measuring Student Engagement with Online Latin Resources at the Open University Mair Lloyd, independent scholar, UK and James Robson, Open University, UK5 VLW, Latin Literature, and Student Voice Elizabeth Lewis, independent scholar, UK6 Going Digital: The Principles behind CyberCaesar Alan Chadwick, independent scholar, UK7 Una Vita: Exploring the Relationship between Play, Learning Science, and Cultural Competency Stephen Slota, University of Connecticut, USA and Kevin Ballestrini, independent scholar, USAPart II Classics without Language: Literature, Culture, and Outreach Models8 Using Virtual Learning Environments for Classics Outreach Emma Searle, independent scholar, UK9 From Research on Roman History into Cartoons and Outreach to UK Schools Ray Laurence, Macquarie University, Australia10 Vase Animations and Primary-Aged Learners Sonya Nevin, independent scholar, UK11 Sketchup and digital modelling for Classics Matthew Nicholls, University of Reading, UK12 iPad Technology and the Classics Classroom Caron Downes, independent scholar, UK13 Just-in-time learning: Using handheld voting devices in the undergraduate lecture room Helen Lovatt, University of Nottingham, UK14 Teaching the Geography of the Ancient World Scott Arcenas, Dartmouth College, USAPart III Using Technology in the Ancient Language Classroom15 Bridging the Gap between Students and Antiquity: Language Acquisition Videos with Minecraft and CI/TPRS Jessie Craft, independent scholar, USA16 On Stage and Screen: ‘Big Book’ Latin and Dialogic Teaching Steven Hunt, University of Cambridge, UK17 Using Annotations in Google Docs to Foster Authentic Classics Learning Roger Travis, University of Connecticut, USA18 Project-Based Learning, Technology, and the Advanced Language Classroom Bartolo Natoli, Randolph-Macon College, USA19 In the Classroom with Multi-Modal Teaching Lisa Hay, independent scholar, UKAppendix I Glossary of termsAppendix II Comparison of UK and US Educational SystemsIndex

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.