This manual aims to be a handbook for Classics teachers in Europe, seeking to enhance their work by Information and Communications Technology (ICT). It is written both for beginners and for those with experience: we hope it will be useful across a broad spectrum. At no point is this manual intended to be exhaustive: it is a starting point, or a source of reference.

If you want to download this manual as a Pdf, please go to the download area.  

Chapter 1 considers the role of Classics and ICT within a modern educational system and a European context. It raises issues about basic software and hardware, which may be found useful. It concludes with a discussion of legal and copyright issues.

Chapter 2 describes specific areas which can be implemented and developed by teachers: it is not intended that teachers will attempt to follow all of the recommendations, though they should probably be aware of all areas under discussion. Each section of this chapter ends with recommendations on how to proceed, including First Steps for those who are beginners and More Ideas for those who may want to develop new methodologies.

Chapter 3 considers how teaching and learning styles may be adapted, given the nature of learning supported by ICT. This chapter may be found useful by those seeking to find their way into the high tech labyrinth of the learning environment. It may also help to address some pedagogical issues raised by combining ICT with more long-standing teaching methods.

Chapter 4 looks at how ICT has been implemented by teaching colleagues who have been kind enough to contribute. Case studies are included which lay down a set of ideas about how, where and why certain strategies are adopted. This chapter does not follow any defined pattern but we hope you will find it useful to glance through the materials, to gain inspiration for developing new approaches in your own teaching. The studies have been sequenced in no particular order, and you are encouraged to dip and out of this section, to see if it inspires you.

The CIRCE partnership's work embraces this manual, this website (http://www.circe.be) and the running of transnational courses within the EU's Comenius catalogue. You are encouraged to refer to our website, where you will find a variety of further materials. These include:

• A set of concrete lesson plans, as presented to CIRCE by the teachers concerned.
• A short article on the use and installation of specific fonts.
• A section on Classics teaching found in the different, participating EU countries.
• A section on websites found in the different, participating EU countries.
• A section on software found in the different, participating EU countries.
• A collection of other materials, including an image gallery.

We hope you will find all these sections self-explanatory and useful. Given some of the pressures on Classics teaching today, it is important to compare, to share and to expand our own horizons if we are to secure the continuation of our valuable work.

We have not been drawn into detailed discussion about computer hardware or systems in this manual, as this advice can be sought elsewhere from local ICT support providers. It is assumed that teachers will have a Mac or PC computer available to them at home or at school, or preferably in both places and that they will have access to the Internet.

Computers are with us now for keeps, or dare one say, for good? In the same way that it would be unwise to teach without basic literacy skills, ICT competency is part of the requirement today which teachers must address. Those who are not yet confident in this area will benefit from reading this guide and the CIRCE Project will welcome their contributions, feedback and advice in the future, when they have moved forward professionally to embrace the new technologies.

We hope you will find all these sections self-explanatory and useful. Given some of the pressures on Classics teaching today, it is important to compare, to share and to expand our own horizons if we are to secure the continuation of our valuable work.
We have not been drawn into detailed discussion about computer hardware or systems in this manual, as this advice can be sought elsewhere from local ICT support providers. It is assumed that teachers will have a Mac or PC computer available to them at home or at school, or preferably in both places and that they will have access to the Internet.

Computers are with us now for keeps, or dare one say, for good? In the same way that it would be unwise to teach without basic literacy skills, ICT competency is part of the requirement today which teachers must address. Those who are not yet confident in this area will benefit from reading this guide and the CIRCE Project will welcome their contributions, feedback and advice in the future, when they have moved forward professionally to embrace the new technologies.