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1 New technologies in teaching Latin Galanopoulou Georgia, University of Ioannina, Georgopoulou Efstathia, University of Peloponnese, Abstract In our study reference is made to new technologies in teaching Latin. A brief reference, in the first place, is made about the prerequisites required for effective teaching. The most basic of all is the discontinuing of the teachercentered model and placement of emphasis on the student s role. The traditional model is substituted by a new type of student-centered and groupcollaborative teaching in order to avoid sterile learning. This method is conducive to the reduction of students prejudice against Latin. In order to achieve this in practice, suitable work sheets are used through which the motivated students are able to self-actualize, to exercise their critical thinking and initiate in the group-collaborative spirit. Key words: technology, group-collaborative, student-centered 1. Introduction Teaching forms a value system in which the interaction subjects are the teacher and student aiming at the knowledge acquisition and skills cultivation. It is, therefore, in direct relation to learning since it aims at it. The use of appropriate methods will make it substantial as well. The Greek educational system, in many cases, uses old-fashioned pedagogical teaching methods. As an outcome, the mechanic memorization is promoted directing the student towards inert behavior and sterile knowledge. Latin is taught, accordingly, in the theoretical direction of 2 nd and 3 rd grade of the Lyceum. On the basis of the curriculum, teaching is carried out through the use of school books and the teacher is being addressed as an authority. Even though students have all the material concentrated while it is Culture Journal June

2 unnecessary to look for other resources, they lack critical thinking, research, self-actualization and personal initiative. What is important to be mentioned is that teachers, under the burdening need to set the foundation in Latin in the 2 nd grade of the Lyceum, emphasize on the cognitive material which is foreseen to complete a certain volume of material. Thus, focusing on the 2 nd grade, which is depended on the basis of the 3 rd grade, there is no room for student-centered teaching left. Nonetheless school communities are equipped with technological means such as computers and projectors they are not fully utilized regarding, at least, Latin. 2. Teaching Latin at school The conclusion drawn from the above mentioned is that even though school books meet the needs of the school program, current pedagogical methods, however, are not adjusted. As a result, teaching does not reflect the students real needs, it is old-fashioned, non student-centered and students are faced with problems. More analytically, the subject is disdained and feared by students. Latin is a foreign language to them. But the objective of this subject is children to learn Latin and, at the same time, to initiate in the Roman civilization because they would be able, this way, to estimate its value. Nevertheless, the subject deviates from its real objective. Since students needs for the panhellenic examinations have to be met, significance is given to grammar, syntax and vocabulary without any focus on the texts content. There is, therefore, difficulty in comprehending the morals projected and, as a consequence, the texts educational value is not recognized. Besides, the fact that Latin is a dead language to them reinforces even more their confidence that its character is not of usage to their lives. Therefore, the subject is rejected as indifferent and unsubstantial. Culture Journal June

3 In addition, frontal teaching forms another argument about this type of teaching to be rejected by students. The subject is deemed obsolete because it aims at sterile memorization and passive attendance. No motives and audiovisual stimuli for active participation are provided resulting to the suspension of personal initiative. Another phenomenon which is being observed is the grading pursuit and the students targeting to high performance in the panhellenic examination in order to enter to higher educational institutions. Thus, they remember the new information in order to take the examination whereas, afterwards, they either forget it or do not use it to solve every day life problems (Vosniadou, 2006: 93). Students, however, focus on the need for a change. They state that they prefer computers to traditional classroom activities. They also regard the way the lesson is carried out as unsatisfactory, feeling, many times, tediousness and boredom. This passive attitude does not represent them at all. (Vosniadou, 2006: 39) They also wish to participate in learning as active members who, through motives and various activities, will be able to meet the lesson requirements, pursuing, of course, their personal initiative projection through an experiential learning model. Within the framework to avoid mechanized and without approach learning, computers and projectors were introduced that is innovations adopting the intensive use of technology for a wide framework of projects, interactively, providing students the opportunity to get constructively and actively involved with interdisciplinary issues. Thus, projects will be characterized by a spirit of investigation and autonomous guidance (Vosniadou, 2006: 360). Latin should correspondingly be modernized through the use of new technologies slipping from the traditional teacher-centered model. On the first level, the teacher acting as a guide selects some units, according to his own Culture Journal June

4 will, dedicating, now and then, instruction hours because this project is regarded as more significant that the one carried out during one instruction hour since all the necessary elements of a long teaching are contained (Trilianos, 2008: 20). Then, the teacher, after having selected subject matter and unit, creates work sheets which contain the text and general guidelines on the basis of which students will work. Afterwards, within the group-collaborative teaching framework, he divides students into groups under the clarifications of the work sheets concerning the manner of the activity as well as the elements to be pursued through the internet sites given. In the next phase, groups should evaluate data, classify them and, eventually, present them in the classroom. In this manner, the procedure does not form a mechanized method of knowledge and this is achieved through the learning environment organization. According to Meyer s analyses, the lesson structure is carried out within a group-centered teaching spirit by putting into practice certain functions which separate and diversify the lesson from the frontal model. As a consequence, the students are provided with the possibility to freely experience their curiosity, develop their systematic work while, concurrently, the teacher is able to observe and experience the class or group of students in a way different from the teacher-centered model (Kossivaki,2004: 391). 3. Lesson plan and work sheets TEXT II Dido and Aeneas Aeneas filius Anchisae est. Patria Aeneae Troia est. Graeci Troiam oppugnant et dolo expugnant. Aeneas cum Anchisa, cum nato et cum sociis at Italiam navigat. Sed venti pontum turbant et Aenean in Culture Journal June

5 Africam portant. Ibi Dido regina novam patriam fundat. Aeneas reginae insidias Graecorum renarrat. Regina Aenean amat et Aeneas reginae insidias Graecorum renarrat. Regina Aenean amat et Aeneas Virgil, Aeneas To achieve the lesson teaching objectives three groups of at least six people each are going to be needed. The procedure of material research as well as its presentation will last two instruction hours. According to the procedure: GROUP A They undertake the task of looking for author s biographical elements as well as the historic framework in which he lived and acted. Relevant internet sites: GROUP B They will look through internet sites to locate the text translation and along with comments on syntax they will proceed to its syntax. Syntactical comments should eventually be understood in order to be analyzed during the presentation. Culture Journal June

6 examsos.youblog.gr/2008/11/18/147 blogs.sch.gr/larmoisiades/files/2008/09/keimena.pdf GROUP C Locate grammar relevant to the text and gather comments on vocabulary. Relevant internet sites: apostolos/963.blogspot.com/2010/os/blogspot_1855 html latinika/keimena/oo2 Lat.B.Keim.pdf WORK SHEETS FOR STUDENTS GROUP A Open the computer and go to the installed internet provider. Navigate in the websites: QUESTIONS Α) Who was Virgil? Β) Which era did he live in? C) What are his works? D) Which was the socio-historic framework of the era? GROUP B Open the computer and go to the installed internet provider. Navigate in the websites: examsos.youblog.gr/2008/11/18/147 blogs.sch.gr/larmoisiades/files/2008/09keimena.pdf Culture Journal June

7 EXERCISES Α) Write down the text translation Β) After you have observed the syntactical comments, proceed to the syntax of the text. GROUP C Open the computer and go to the installed internet provider. Navigate in the websites: apostolos/963.blogspot.com/2010/os/blogspot_1855 html latinika/keimena/oo2 Lat.B.Keim.pdf EXERCISES Α) Write down the grammar relevant to the text Β) Write separately grammatical exceptions C) Write down the unit syntactical phenomena BIBLIOGRAPHY Alessi, S. & Trollip, S. ( 2005 ) Πολυμέσα και Εκπαίδευση, Αθήνα : Γκιούρδας Austin, R. ( 2000 ), Βεργιλίου Αινειάδος Βιβλίο IV, Θεσσαλονίκη : University Studio Press Albrecht, M. ( 1995 ), Ιστορία της Ρωμαϊκής Λογοτεχνίας, Ηράκλειο : Πανεπιστημιακές εκδόσεις Κρήτης Bertrand, Y. ( 1999 ), Σύγχρονες Εκπαιδευτικές Θεωρίες : Αθήνα : Ελληνικά Γράμματα Βοσνιάδου, Σ. ( 2006 ) Παιδιά, Σχολεία και Υπολογιστές, Αθήνα : Gutenberg Βοσνιάδου, Σ. ( 2006 ), Σχεδιάζοντας περιβάλλοντα μάθησης υποστηριζόμενα από τις σύγχρονες τεχνολογίες, Αθήνα : Gutenberg Γεωργοβασίλης, Δ. ( 1993 ), Βιργιλίου Αινείας, Αθήνα : Παπαδήμα Γκότοβος, Α. ( 2003 ), Η λογική του υπαρκτού σχολείου, Αθήνα : Gutenberg Culture Journal June

8 Διαμαντόπουλος Π. ( 1995 ), Βασικά Θέματα Σχολικής Παιδαγωγικής και Μεθοδολογίας, Αθήνα: Παπαζήση Cicero, ( 1998 ), The republic faws, trans, translated by Niall Rudd, Oxford : Oxford University Press Harrison, S. ( 2007 ), Oxford readings in Vergil s Aeneid, Oxford: Oxford Harrison, St. ( ed ), ( 2005 ), Latin Literature London ; Blackwell Publishing Highet, G. ( 2001 ), Ποιητές και Τοπίο, Πάτρα: Κέδρος Kennedy, I. ( 2007 ), Ιστορία της Κλασικής Ρητορικής, Αθήνα: Παπαδήμα Κοσσυβάκης, Φ. ( 2004 ), Εναλλακτική Διδακτική, Αθήνα : Gutenberg Μακράκης, Β. ( 2000 ), Υπερμέσα στην εκπαίδευση Αθήνα : Μεταίχμιο Marples, R. ( 2003 ), Οι σκοποί της Εκπαίδευσης, Αθήνα : Μεταίχμιο Martindde, Ch. ( 2005 ), Latin Poetry and the judgment of taste, New York: Oxford University Press Ματσαγγούρας, Η. ( 2007 ), Στρατηγικές Διδασκαλίας, Αθήνα : Gutenberg Μικρόπουλος, Τ. ( 2006 ), Ο υπολογιστής ως γνωστικό εργαλείο, Αθήνα : Ελληνικά Γράμματα Νικολαϊδου, Σ & Γιακουμάτου, Τ. ( 2001 ), Διαδίκτυο και Διδασκαλία, Αθήνα : Κέδρος Παλαιολόγου, Νικ Ευαγγέλου, Ο. ( 2003 ), Διαπολιτισμική Παιδαγωγική, Αθήνα: Άτροπος Παναγιωτακοπούλος, Χ. κ Πιερρακέας, Χ κ Πιντέλας, Π. ( 2003 ) Τo εκπαιδευτικό Λογισμικό και η αξιολόγηση του, Αθήνα: Μεταίχμιο Πανέτσος, Σ. ( 2001 ), Οι υπολογιστές στην εκπαίδευση, Αθήνα : Ίων Πηγιάκη, Π. ( 2008 ), Προετοιμασία Σχεδιασμός και Αξιολόγηση της Διδασκαλίας, τ.α. κ τα τ. Β, Αθήνα: Τριλιανός Culture Journal June

9 Πυργιωτάκης, Ι. ( 2009 ), Εισαγωγή στην Παιδαγωγική Επιστήμη, Αθήνα : Ελληνικά Γράμματα Reble, A. ( 2005 ), Ιστορία της Παιδαγωγικής, Αθήνα : Παπαδήμα Rose, H. ( 1994 ), Ιστορία της Λατινικής Λογοτεχνίας, Αθήνα: Μορφωτικό Ίδρυμα Εθνικής Τραπέζης Σακελλαρόπουλος, Σ. ( 1995 ), Συνοπτική Ιστορία των Λατινικών Γραμμάτων, Αθήνα : Παπαδήμα Σοφός, Α. ( 2007 ) Διδακτική των Μέσων, Αθήνα : Gutenberg Τσουρέας, Ε. ( 2005 ), Κεκέρωνας 1ος και 2ος κατά Κατιλίνα Λόγοι, Αθήνα: Παπαδήμα Vergilius, P. ( 1980 ) Aeneidos cliber secundus ), Edited by R. Austin, Oxford : Clarendam Press Χατζήμου, Δ. ( 2009 ) Εισαγωγή στην Παιδαγωγική Αθήνα : Αδελφών Κυριακίδη α.ε Culture Journal June

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