RICHARD T. SCANLAN (M.A., Univ. of Minnesota) is Associate Professor of Classics and Secondary Education at the Univ. of Illinois. He has taught at the high school level and given summer courses at the Univ. of Michigan and St. Catherine's Coll. In 1963, he received the Yale Univ. Teacher of the Year Award, and in 1966 was given the American Classical League Teacher of the Year Award. He has directed NDEA Institutes in Latin at the Univ. of Illinois and directed the 1971 Conference on the Classical Humanities funded by the National Endowment for the Humanities. His published articles include “CAI in the Humanities,” in the Illinois Journal of Education (Feb. 1970), and “CAI in Latin,” in the Classical Journal (Feb.–Mar. 1971).
Computer-Assisted Instruction: Plato in Latin
Article first published online: 31 DEC 2008
© 1971 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 5, Issue 1, pages 84–89, October 1971
How to Cite
Scanlan, R. T. (1971), Computer-Assisted Instruction: Plato in Latin. Foreign Language Annals, 5: 84–89. doi: 10.1111/j.1944-9720.1971.tb00671.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT PLATO III is a CAI system located at the Univ. of Illinois in Urbana which will soon be expanded into a network connecting schools and colleges throughout the state. The system exists currently as a research tool which is used by teachers of many different disciplines to experiment with the possibilities of CAI. For the past few years several Latin programs have been developed and tested: two for beginning Latin, one to check the student's surface comprehension of a literary text written in a foreign language, and one for Latin composition. All of the programs use a wide variety of teaching techniques in order to discover the best approach for learning via the computer. Students have so far reacted quite favorably, and there seem to be many learning advantages for them, chief among which is the personalized and individualized material which the machine provides. It appears that the impact of computer technology upon education will be far-reaching and may cause us to modify some of the basic assumptions we have made about the teaching and learning processes.