About this paper

Appears in:
Pages: 993-1003
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

TEACHING PHILOLOGICAL SUBJECTS THROUGH YOU TUBE

S. Nikolidakis, F. Anastasopoulou

University of Peloponnese (GREECE)
Teaching philological subjects through new technologies has become a mainstream in the Greek Educational System throughout the past years. However, this usage is not organized but rather fragmentary and on various cognitive subjects. New technologies, within modern school, aim at bringing students closer to each other by utilizing group collaboration teaching, promoting self-education, active and life-long learning. The teacher should act as a complementary entity pursuing, through collaboration, a harmonic class performance. When teaching philological subjects, through youtube, there is the possibility of fully addressing the cognitive subject, in which case students, through simultaneous audiovisual reception, perceive the subject taught easier and re-determine the learning procedure.

The new generation, the net-genners, are able to directly access information from the computer. Youtube is for them a familiar website to navigate which, under the appropriate teacher guidance, can change into an educational platform to pursue material, student-easy-to-access and teacher-complementary. Taking under consideration both the classroom and the youtube possibilities we suggest some ways to utilize it in teaching Ancient Greek tragedy and comedy, Literature, Greek language and History so that the internet is actively utilized in the name of teaching act.

Both teachers and students will have a new perspective about the lesson since students will work in the internet to seek their own audiovisual material to be presented in the classroom. They will be invited to enrich their projects and engage themselves with the revelatory knowledge procedure deemed more than necessary by the curriculum. Finally, internet use within the teaching act is primarily significant for weaker students since they will be able to dynamically participate in the class in contrast to their former passivity, the outcome of traditional teaching.
@InProceedings{NIKOLIDAKIS2012TEA,
author = {Nikolidakis, S. and Anastasopoulou, F.},
title = {TEACHING PHILOLOGICAL SUBJECTS THROUGH YOU TUBE},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {993-1003}}
TY - CONF
AU - S. Nikolidakis AU - F. Anastasopoulou
TI - TEACHING PHILOLOGICAL SUBJECTS THROUGH YOU TUBE
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 993
EP - 1003
ER -
S. Nikolidakis, F. Anastasopoulou (2012) TEACHING PHILOLOGICAL SUBJECTS THROUGH YOU TUBE, INTED2012 Proceedings, pp. 993-1003.
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