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Collects together fragments and texts from the key female writers
in one place, making it ideal for structuring a course around the
book. Includes the Greek and Latin texts, with vocabulary, so the
book can be used for language teaching as well as for students not
learning Greek and Latin.
Collects together fragments and texts from the key female writers
in one place, making it ideal for structuring a course around the
book. Includes the Greek and Latin texts, with vocabulary, so the
book can be used for language teaching as well as for students not
learning Greek and Latin.
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.
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.
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