All goals have been accomplished!
2b. Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
AP Latin: students were given topical areas to isolate from a large list of vocabulary word that encompasses every word found from the AP reading list. After they isolated given areas, they further subdivided these areas into subareas: sea terms - sailing terms, etc. they can then develop online tools, e.g. quia, to create quizzes for homework.
3d. Teachers model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.
For all levels of Latin there is a proliferation of digital tools, some suited directly to the text, which students have been introduced to in order to facilitate the learning of incidence and vocabulary.
Opportunities for research have been supplied through jstor and project muse. Nevertheless, care is taken to further analyze these sources critically.
5c. Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
Digital tools have an end game with regard to Latin. While they have become effective for the learning and mastering of incidence and vocabulary on one end, and research on the other, there are precious few opportunities in between. There are also vast amounts of mirabilia which, though superficially impressive through ease of development and cleverness in presentation, offer no help to the curriculum.
Of particular interest these days in Latin pedagogy is the development of oral proficiency. This is ofcourse useful in that the student develops both the cognitive ability to process language without written tools, but also lends some presentation to the learning of Latin. Online there are several tools to help this: some youtube videos, the efforts of Turnberg and Minkova especially in relation to the site matched to their book, LNM, guides to oral communication.
After wading through the morass, I would like to explore ways to track the practicing of forms. This would hopefully take the shape of DAILY DUTIES, or somesuch, and run as an undercurrent as students explore new themes in class.
!Recently I have had great success using quia to develop tools for kids to exercise daily practice at language! the results have been great. In all cases, those who did not daily use the practice tools, did not do well. This online tool was not only useful as a learning tool for students, but also as a diagnostic tool for a teacher. Needless to say, quia will be a maintstay of the Parish Latin curriculum.