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Education has gone through numerous radical changes as the digital era has transformed the way we as humans communicate, inform ourselves, purchase goods, and perform other mundane chores at home and at work. New and emerging pedagogies have enabled rapid advancements, perhaps too rapidly. It is a challenge for instructors and researchers alike to remain up to date with educational developments and unlock the full potential that technology could have on this significant profession. The "Handbook of Research on Digital Learning" is an essential reference source that explores the different challenges and opportunities that the new and transformative pedagogies have enabled. The challenges will be portrayed through a number of case studies where learners have struggled, managed, and adapted digital technologies in their effort to progress educational goals. Opportunities are revealed and displayed in the form of new methodologies, institutions scenarios, and ongoing research that seeks to optimize the use of such a medium to assist the digital learner in the future of networked education. Featuring research on topics such as mobile learning, self-directed learning, and cultural considerations, this book is ideally designed for teachers, principals, higher education faculty, deans, curriculum developers, instructional designers, educational software developers, IT specialists, students, researchers, and academicians. This book contains the following chapters: (1) Digital Communication: Information Communication Technology (ICT) Usage for Teaching and Learning (Gedala Mulliah Naidoo); (2) Impact of Innovative and Interactive Instructional Strategies on Student Classroom Participation (Ankit Dhamija and Deepika Dhamija); (3) Learner-Active, Technology-Infused Classroom: A Qualitative Case Study Exploring the Learning and Success in a 3rd Grade LATIC Curriculum (Aubrey Statti); (4) Facebook Page as a Digital Pedagogical Tool in the Business Studies Class (Helgaardt Hannes Meintjes and Micheal M. van Wyk); (5) Educators as Digital Learners: A Social Innovation Collaborative Experience (Diego Galego, Marta Ferreira Dias, Marlene Amorim, Mara Madaleno, Gladys Jimenez, and Camila Zamora Osorio); (6) Learners as Meaning Makers (Petrilson Pinheiro); (7) Digital Muslimahs: ICTs and Changes of Minority Women in Greek Thrace (Keratso Georgiadou); (8) A Study on the Democratization of Knowledge Promoted by E-Learning in China (Xin-Bin Xe); (9) Online Language Learning: Understanding and Supporting the Contemporary Digital Multilingual Learner (Anastasia Olga Tzirides); (10) The Path to Digitalisation in ELT Classes: An Insight Into the Social Nature of Web-Based Language Learning (Ömer Eren); (11) Valuing Technology in the L2 Classroom: Student and Teacher Perceptions, Preferences, and Digital Identity (Chesla Ann Lenkaitis); (12) MOOCs Learners: Self-Motivation and Success in Online Learning (Tabassum Amina); (13) The Development of Massive Scale Learning and Its Implications for the Digital Learner (Samaa Haniya); (14) Self-Directed Learning in Cooperative Online Networks: Faux Learning or Genuine Education? (Vanessa Camilleri); (15) The Contribution of the Technology Acceptance Model for an Active Teaching and Learning Process in Higher Education: A Bibliometric Analysis (Paula Faustino and Dora Simões); (16) Beyond Acceptance: A New Model for Technology Engagement in 21st Century Learning (Ibrahim Hakki Bulut, Ömer Delialioglu, and H. Chad Lane); (17) ISTE Standards for Students, Digital Learners, and Online Learning (Mila Thomas Fuller); (18) I Am the Institution: A Personal Learning Environment (Matthew Montebello); (19) The Invisible Breadcrumbs of Digital Learning: How Learner Actions Inform Us of Their Experience (Luc Paquette and Nigel Bosch); and (20) Artificial Intelligence Assisted Learning (AIAL) Blueprint (Alexiei Dingli and Lara Caruana Montalto).

Discusses the importance of the early history of Greek mathematics to education and civic life through a study of the Parthenon and dialogues of Plato. "The Parthenon and Liberal Education" seeks to restore the study of mathematics to its original place of prominence in the liberal arts. To build this case, Geoff Lehman and Michael Weinman turn to Philolaus, a near contemporary of Socrates. The authors demonstrate the influence of his work involving number theory, astronomy, and harmonics on Plato's "Republic" and "Timaeus", and outline its resonance with the program of study in the early Academy and with the architecture of the Parthenon. Lehman and Weinman argue that the Parthenon can be seen as the foremost embodiment of the practical working through of mathematical knowledge in its time, serving as a mediator between the early reception of Ancient Near-Eastern mathematical ideas and their integration into Greek thought as a form of liberal education, as the latter came to be defined by Plato and his followers. With its Doric architecture characterized by "symmetria" (commensurability) and "harmonia" (harmony; joining together), concepts explored contemporaneously by Philolaus, the Parthenon engages dialectical thought in ways that are of enduring relevance for the project of liberal education.

This book examines the history of western linguistics over a 2,000-year timespan, from its origins in ancient Greece up to the crucial moments of change in the Renaissance that lay the foundations of modern linguistics. The book explores how ideas about language over the centuries have changed to reflect changing modes of thinking. Twelve chapters include the following: (1) "Getting Ready to Study the History of Linguistics"; (2) "Greek Philosophy and the Origins of Western Linguistics"; (3) "Towards a Discipline of Grammar: The Transition from Philosophy"; (4) "From Literacy to Grammar: Describing Language Structure in the Ancient World"; (5) "Christianity and Language"; (6) "The Early Middle Ages"; (7) "The Carolingian Renaissance"; (8) "Scholasticism: Linking Language and Reality"; (9) "Medieval Vernacular Grammars"; (10) "The Renaissance: Discovery of the Outer World"; (11) "A Brief Overview of Linguistics Since 1600"; and (12) "Becoming a Historian of Linguistics." Research resources in the history of linguistics are included. (SM)

Intended as an accessible resource for students researching the Greek dramatist Sophocles (born 496 B.C.), this collection of essays contains an in-depth biography of the playwright and writings from a wide variety of sources. The essays are edited to accommodate the reading and comprehension levels of young adults; each essay is introduced by a concise summation of the contributor's themes and insights. Additional features include an annotated table of contents, a chronology of Sophocles' life and career as well as of concurrent historical events, and primary and secondary bibliographies to facilitate research. The 19 essays and their authors include: "Sophocles' Use of Mythology" (C.M. Bowra); "Sophocles' Mastery of Character Development" (Werner Jaeger); "Sophocles' Moral Themes" (Robert D. Murray, Jr.); "Comparing Sophocles to Aeschylus" (Edith Hamilton); ""How Sophocles Viewed and Portrayed the Gods" (Herbert J. Muller); "In Sophoclean Tragedy, Humans Create Their Own Fate" (Frank B. Jevons); "Sophocles' Invention of the Third Actor Widened the Scope of Drama" (H.D.F. Kitto); "Sophocles' Many Uses of the Chorus" (G.M. Kirkwood); "Sophocles' Comic Relief: The Satyr Plays" (William Nickerson Bates); "The Oedipus Legend" (Bernard M.W. Knox); "An Overview of 'Oedipus the King'" (Sheldon Cheney); "Oedipus Endures the Test of Time" (Charles R. Walker); "A Great Translator's Reflections on "Oedipus the King'" (Gilbert Murray); "The Oedipus Complex: A Theory under Fire" (Bruce Bower); "Ajax: Lonely Hero of a Bygone Age" (Bernard M.W. Knox); "Sophocles Is Interpreted in Black Gospel Music" (Mimi Kramer); "An Opera Version of 'Oedipus the King'" (Arthur Holmberg); "Sophocles on Film" (Jon Solomon); and "'Oedipus at Colonus' Is a Statement of Hope" (Robert Fitzgerald). (NKA)

Intended for both classicists and nonclassicists, this volume explores the beginnings of literacy in ancient Greece and Rome and examines the effects of written communication on these cultures. The nine articles, written by classical scholars and educators in the field of communication, discuss the following: the superiority of the alphabet over previous writing systems and its impact on the Homeric epics; a comparative study of the earliest Greek and Phoenician inscriptions and a contrast of Greek and Semitic poetry; the composition of the Homeric epics, their communicative function and special type of language; the origins of propaganda in Aristotelian persuasion; literary evidence of how the Greeks and Romans learned to write; the ancient telegraph--its use for military purposes and the connection between its development and the spread of literacy; the ways in which the visual arts, temples, and sculpture of Greece communicated the ideas of the semiliterate early Greeks; and the effect of literacy on Greek historical writing, particularly the conflict between the aims of oral narration and those of written communication in the reconstruction of the past. (MAI)

The article discusses the general reform visualized by philosopher Iosipos Moisiodax for the Greek culture by the ideas for modern science and "sound philosophy". Topics include his social implications of his theoretical concerns for his views about education, the his educational criticism four the given levels and the theoretical basis he used for his examination of the upbringing of children and family relationship.

Chapter Three of the book "Sovereign City: The City-State Through History," by Geoffrey Parker is presented. It explores how Hellenic civilization expressed its originality and brilliance through arts, architecture, and philosophy and was supported by the maritime trading system and defended by powerful naval forces. It indicates that Hellenic civilization was politically organized on the basis of the polis, the city-state.

Chapter 16, Part Two of Book Two of "Universal Right," by Giambattista Vico, translated and edited by Giorgio Pinton and Margaret Diehl is presented. It discusses the Sacred Scripture from the antidiluvian history to the postdiluvian. It explores several civilizations including Greeks, Etruscans, and Egyptians.

Chapter II of the book "Lucian of Samosata in the Two Hesperias: An Essay in Literary and Cultural Translation," by Michael O. Zappala is presented. It explores the influence of Lucian in Latin Europe and the history of Italian Hellenism, as well as the Quattrocento Hellenism and its inter-cultural relativism. Moreover, it states that the history of Lucian in the West will reflect Western reservations about Greek language, Byzantine Orthodoxy and contemporary Greek culture.

The article considers the philosophy of German philosopher Friedrich Wilhelm Nietzsche about Greek culture. The author argues that the philosopher was a Utopianist and a reactionary. Nietzche has admiration for Greek philosophers in early 6th century before Christ (BC) due to their nobility, creativity and passion. He also cited the tendency of the modern man to overvalue his Apollonian nature at the expense of his Dionysian qualities.