1997 School Magazine

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Resource faculty staff believe that, by making the students more adept at managing the technology and their own time, they take greater responsibility for their own learning. These are lessons not only for tertia1y study but also life skills . TLCS - TOWARDS LEARNER CHOICES The innovation that has really taken advantage of internet facilities is the introduction of Technology Learning Centres (TLCs) to the school. A TLC is a classroom with fom to six networked computers, a multi-media projector and a screen. In

hyper-linked pages in which the emphasis is not only on access but also on the students' discriminating use of information. The aim is always to promote independence by taking advantage of a sophisticated, industry-standard school net- work. This will allow learners (students and staff alike) to work with a seamless, responsive interface with access to a wealth of information and the appropriate support. GrammarNet is constructed and maintained in-house by Resource faculty staff, with contributions from students and other staff members, so it is pertinent, focused and relevant to our own school situation. It has many functions; bringing the school family closer together through more effective communi- cation is only one. GrammarNet is also an integrated resource and learning tool. Promoting positive interaction between staff and students, the school network and the internet, it provides ready access to lessons, extension exercises, notes, revision tests, manuals and tutorials. The intranet can also publish and display student projects. Thus, students as well as teachers can contribute to and enrich their learning environment.

these classrooms technology is embedded in the eve1yday activities so that its use becomes second nature : it is expected, integrated and relevant. Student-centred group work and self- directed learning are the norm within these classrooms where engagement is high and the students are busy contributing to their own learning and that of their peers rather than seeing themselves as more passive receivers of information. Students and staff are collaborative partners in this dynamic new environment. They share the excitement of discovery, become better listeners and learners, and are helping shape the future of learning and teaching in the school.

Media: Supporting Multi-Mode Learning T he Media Department's role is constantly changing. By embracing new technologies, Media staff are able to offer a greater range of facilities and services to students and staff. Curriculum is one example. contractual learning experience and explore media and multi- media techniques. Their output is viable not only for assess- ment, but also as a valuable portfolio inclusion for future enterprise.

Photography is another medium well established in the School. Media provides staff in-service and class-group activity to extend photography both as an art form and as a visual record of the School's activities. Film and television are acknowledged as major art forms and social instruments of the Twentieth Centu1y. The School 's Cinebuffs Club provides a channel for exploration of these

Media contributes to curriculum activity by participation in coursework on a professional basis, by involvement in media- based study units, and by providing technical support. The Department provides specialised resources to students accept- ing the challenge of major assessment in forms other than Lraditional text-based assignments. Through the "Negotiated Enterprises Welcomed" concept, students enter a real-world

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