Getting the most out of ICT materials Presented by Andrew Stokes Managing Director Clarity Language Consultants Ltd

Some new Clarity programs

The issue … its just that in a University sometimes you realise that you have access to things you didnt even know you had. Rob Walter Resources Manager (Teaching and Learning) Griffith English Language institute Griffith University

The discussion point 1.Do you know which ICT resources you have in your SAC? 2.How do you make your students aware of the resources you have? 3. How do you ensure they use them in a way in a way that helps their language learning?

Case study: Axum University, Ethiopia Issue: SAC advisers and teacher training

Lessons learnt 1.Teacher training generated massive enthusiasm among teachers. 2.Without the training, the resources would have been wasted. 3.Lack of focus among students was a major challenge. From the report on this initiative: The next challenge was a lack of focus on the part of students. They come to the computer room, look at the resources available, and are unable to make informed decisions about the most productive way of spending their time. In Aksum this was solved by setting up one Clarity training afternoon each week where the centre is manned by one or two staff members who give advice on appropriate programs and levels for individual users.

Case study: Public libraries in Australia Issue: The presentation of a self access resource. Melbourne Library ServiceBrimbank LibraryBrisbane City Library

Usage report

Case study: SEP (Secretaría de Educación Pública)

Relevant objectives in the SEP project 1.Guide students to use their time in a profitable way. 2.Keep material manageable 3.Make the ICY element measureable

Student motivation Source:English Language Journal Robb, T. [ICT activities] may indeed prove to be useful for teaching new vocabulary or reinforcing what we have taught in the classroom, but there lies the rub: the students have to use it! Certainly, the self-motivated learner benefits tremendously from the material currently available, but for entire classes, their usefulness borders on the mythological. New teachers soon learn that it is useless to assign homework unless the assignment is followed up in an ensuing class. Once students discover that the assignments are not going to be checked, they will generally stop doing them.

Other practical measures 1.Student awareness. - Posters - Flyers - Foam boards Teacher training materials. 3. Portal screen 4. And finally, usage statistics