I hear teachers say, "I do learner-active in the afternoon" or "I do learner-active on Fridays." Actually, I believe that what these teachers mean is that they engage their students in cooperative learning activities or more hands-on activities at these times. The learner-active, technology-infused classroom is not something you do; it's an atmosphere you create, and it permeates everything that goes on in the classroom. At the heart of it is building a highly structured environment that encourages and allows students to take an active role in their own learning, not just in a single activity, but in the overall process.

The learner-active, technology-infused classroom is founded upon six principles that drive classroom activities and the words and actions of the teacher in creating an instructional atmosphere that puts the learner at the center of the learning process, empowering students to take greater responsibility for their own learning in a resource-rich environment. Although employing more innovative instructional strategies is admirable, teachers who are looking to create learner-active, technology-infused classrooms must reflect upon all aspects of the classroom to ensure that they are consistent with the overall foundational principles.

Consider these six principles. People learn best from a "felt-need" -- when learning takes place in a greater, authentic context. This means that classroom activities are designed to provide students with a life-related context in which to learn concepts, skills, and facts. Meaningful application provides the need to learn the skills. If children are to become lifelong learners, they must be able to assess themselves, set goals, develop and implement a plan of action, utilize resources, and assess progress. Children see the big picture (thematic unit) and plan to use their time and resources to accomplish whatever is expected of them. They are involved in setting learning goals and assessing progress. If children are to take responsibility for learning, they must be given some control over the learning environment. The teacher is not the central figure in the classroom; students take responsibility for designing the learning environment. Technology provides opportunities never before available and therefore should transform the learning environment for all school community members. Students are not merely assigned tasks on computer; they use technology where appropriate to enhance the learning process. Schools with high social capital produce students with high scholastic achievement; therefore the pursuit of increased social capital should be a high priority. Teachers are not distant authority figures found behind huge desks or podiums; they are partners in the learning process, sitting with students, actively involved in the learning process of each student. If students are to be critical thinkers and creative problem solvers, they must be given opportunities to learn in a supportive environment that encourages risk-taking, collaboration, and reflection in pursuit of goals that reflect high academic standards. These attributes are valued throughout the day, throughout the year.

If you regularly use cooperative learning, address learning styles, and actively engage students in learning activities, you are on your way! Now extend your thinking to build an instructional atmosphere that embodies these foundational principles all day, every day, throughout the year.