What elements of the Learner-Active, Technology-Infused Classroom^™ have you incorporated into your classroom so far?

Gina McCormack (7th and 8th Grade English):
Students use technology throughout the day for word processing, research, e-mail, PowerPoint, and information synthesis. Students schedule their own time and plan which part of assignments they will complete outside the classroom. Many lessons take place in small groups (mini-lessons), and students do far more peer teaching and editing than in my previous years teaching.

Katie Kanning (3rd Grade):
Over the last several months, I have tried to implement many elements of a learner-active, technology infused classroom:

• The "help" sign-up on the board has been very helpful in managing my classroom. Students are able to continue working while they wait for me to help them. (It's nice to not have 10 students standing around waiting for me!)
• Throughout the PBL tasks, my students use a "scheduling" technique that allows them to progress through the rubric at their own pace.
• Computer skills are improving daily. My students are using the Internet frequently as a research tool. They are also learning other programs such as Microsoft Publisher and Word.
  
  
  
  
  
  

Judy Cleaveland (4th Grade):
Students' enthusiasm for the tasks comes from the authentic nature of problem-based projects. My teaching in general has shifted to tasks that are more authentic. Students are becoming more responsible for their work. They are getting more experience working on a team with a collective outcome in mind.

Share a story/incident/observation that illustrates the change in your classroom.

Lori Johnson (4th Grade):
Some students with learning issues have blossomed with the increased opportunities for learning in the class. One student in particular prefers to "do his own thing" within given boundaries, and will gladly work on the current project if he has the space he needs. On a task about the Lenape tribe, he shocked me by announcing he was done ahead of many children--and he was--at a high practitioner level.

Diane Reilly (2nd Grade):
The first time I gave the students a rubric and explained the expectations, I was amazed at the level of their motivation. Everyone wanted to be an Expert and they really concentrated on the project at a higher level than I have seen all year. It was very rewarding! Also, during the minilessons, it was great to see how independent the students were when they were not meeting with me at the minilesson. They had plenty of other things to work on and kept quite busy. There was a lot less... "Miss Reilly I have a question!" and "What do I do now?" and "Can I get a drink?" The directions were clear and they really took charge of their own learning. This made the management of the minilesson much easier.

Jackie Frangis (3rd Grade):
The children are very excited when they engage in a problem-based learning activity. They are independent and realize their potential.







What ways are you using technology in your classroom?

Phyllis Puzio (K-8 Library Media Specialist):
I have used computer technology including Internet in the library for 5 years now. I frequently use a digital camera for appropriate projects.

Christine Kumar (6th Grade, 7th Grade Science):
The ways in which I have used technology in my classroom include PowerPoint presentations, WebQuests, research, creating brochures, charts, etc. I am looking forward to using it in the same capacity and I would like to have the students create Web pages and use more of the graphing / mathematical connection in science labs.

Cynthia Greenspan (6th and 7th Grade):
I have used technology in my classroom in a variety of ways such as research, word processing, charts and graphs, and Power Points. I would like to be able to write WebQuests and to have online chats with authors or experts in a certain area of study.

What is most challenging about implementing the Learner-Active, Technology-Infused Classroom^™?

Diane Mardy (3rd Grade):
One challenge is not having enough original sources (for PBL tasks and research) that have a reading level and visual layout appropriate for all of my students. Another is changing philosophically how you view education and how much you are willing to give responsibility for learning to the students. Following that train of thought, there is a need to educate parents and supervisors so that they don't view the learner-active classroom as one in which the teacher is doing nothing rather than one in which the teacher is a facilitator of the learning process.

What is the best thing about implementing the learner-active technology-infused classroom?

Margaret Jusinski (Educational Technology Specialist):
The time that I am able to spend with individual students is the best thing about the learner-active technology-infused classroom. By incorporating schedules and multiple tasks, PBL tasks are a wonderful classroom management technique! In addition, it is super to see students finally taking responsibility for their own learning.

William Tyler (5th Grade):
The best thing is the student enthusiasm and the real nature of solving a problem that resembles something students might encounter in life. Students learn more problem-solving this way and are more independent. They also need to manage their time and share productively in a group. These are skills which businesses are looking for and will help students to become productive and successful. The students know this and have a higher level of purpose.