#AncientTech: How We Are Using Technology in the Latin Classroom

Thanks so much to Ray and Kelly for setting up this blog, and allowing us all the opportunity to guest post! I’ve really enjoyed reading and am excited to share a bit about my work in education while Ray is traveling.

A quick introduction - I am the Latin Teacher & Technology Coach at The Park School in Brookline, Massachusetts. I was a classics major at Holy Cross, and I love that I can share wisdom from the likes of Prof. Ziobro and Nagy with my students everyday. My role on the technology team is new, and it is exciting to blend our study of ancient classics with modern tech. My favorite days cover five millenia - from the Trojan War to the iPad.

As I engage in professional development this summer, I’ve been thinking a lot about how and why teachers use technology in the classroom. Our middle school is lucky to have a 1:1 program, using Chromebooks and the Google apps suite. The number and variations of tech tools available is endless. So how do we decide which ones to use? And how do we implement them effectively?

To answer these questions, I regularly turn to the SAMR model for technology integration:

It helps frame my thinking around what tools would make sense in the lesson, and how I can best utilize the technology to promote student understanding. I am confident that, on a regular basis, our Latin classes are substituting and augmenting activities with google docs and an online textbook. However, I also want to offer opportunities where technology can modify and redefine the student experience.

This past year, I looked at our 7th grade yearlong project on Ancient Roman architecture through the SAMR lens. We spend the fall term examining how buildings and architectural elements convey stories and provide a glimpse into the classical world. To prep for the spring, I looked at the unit and asked, “How could technology allow for the creation of new tasks, previously inconceivable?” Ultimately, we turned to MinecraftEdu as a way to experience the building process and look closer at the buildings. Students digitally reconstructed a building and periodically asked, “What are we learning about the magnitude of, and resources required by these buildings? How do the form and function of the building interact? Why is their existence significant?” The students loved using their favorite game in the classroom, and I loved watching them develop a deeper understanding of architecture.

Here is a tour of one student's final project:

I would love to know: How are you using technology in your classroom? What tools do you use to modify and redefine the student experience? Please post in the comments below!