New technologies, new pedagogies
The papers belonging to this strand demonstrate that the pedagogical use of Information and Communication technologies (ICT) in teaching Latin is increasing all over the Europe (there are contributions from Croatia, Denmark, England, Germany, Italy) and the USA. Moreover, one paper (Julian Morgan, a teacher at Derby Grammar School in England, and Elisabeth Nedergaard, who teaches Classics at Noerresundby Gymnasium in Denmark) describe "the Circe project", a Classics and ICT resource course for Europe, which involves partners from Belgium, Denmark, France, Greece, Italy and the UK.
Four of the papers present e-learning experiences: Rod Jackson, a teacher of Classics in Hertfordshire, who was an E-tutor in the Cambridge Online Latin Project, underlines how the human relationships involved In a distance learning project are the most significant factor in determining the quality of the experience of teaching and learning Latin via the Internet. Tenley Laserson, from USA, on the basis of her MPhil research at Cambridge University, reports the effects of electronic resources in teaching students to translate Latin through the Cambridge Online Latin Course. Will Griffiths, the Director of the Cambridge School Classics Project, explains how the Cambridge School Classics Project has developed a very wide range of e-learning materials to improve access to Latin in the UK. Gill Mead, who is currently school teaching officer with the Cambridge School Classics Project, describes the advantages and disadvantages of the Video conferencing and the way it can shape successful teaching and learning strategies in Latin.
Three papers discuss how new technologies enhance teaching and learning, and create new ways of teaching and learning: Susanne Bramming, who teaches Greek and Latin at the Elementary Courses in Greek and Latin at the University of Copenhagen, presents the way the Internet has been integrated into the Latin course. Licia Landi, who is a lecturer on "Information and Communication Technology and Classics" at the "Scuola di Specializzazione Interateneo per Insegnanti Secondari" (S.S.I.S. Veneto) at the University of Verona, argues, with the help of some examples of the completed activities, that the technology coupled with pedagogy and contents supports the teachers in class work to achieve specific teaching objectives in Latin. Herdis Halvas-Nielsen, a teacher at the Danish grammar school in Germany, considers that the students who take Latin are more trained in problem solving than other students and the use of computer can help them to achieve a more flexible and structured mind.
The other two papers report, from different perspective, how the use of electronic vocabularies can be integrated into learning: Abram Ring, who is pursuing his Ph.D. in Classics at the University of Virginia (USA), discusses how the electronic vocabularies can be used as teaching/learning tools, and introduces his newly developed free computer program that helps student in accelerating their vocabulary acquisition. Damir Boras and Nives Mikelic, from the University of Zagreb (Croatia), present the portal that introduces the diachronic vocabulary of Croatian and Latin as a new way of learning Medieval and Renaissance Latin.
Conference Papers
All papers are downloadable in non-editable PDF format.