Lori Gacio has developed a Learner-Active Technology Infused learning environment for her students at the Hommocks Middle School. She has been teaching at the Hommocks for more than ten years and currently chairs the Foreign Language Department.

"I chose to be a Spanish teacher not only because I want my students to have my knowledge, but I also want to teach them to acquire their own, share with them a part of my culture, and at the same time open doors to other places and people," Lori explains. Using learner-active structures and technology infusion allows Lori to create an environment in which students take greater responsibility for their own learning while still achieving high academic standards.

Lori asks her students to work through authentic, open-ended tasks and finds innovative ways to incorporate technology. For example, students staged and filmed a mock bullfight. The students designed the props and the set (including a three-dimensional moving bull!) and then videotaped their performance. Next, the students worked in groups to customize the video footage, adding authentic music, sound effects, and visual effects. "In the past," comments Lori, "what you filmed was what you got, and everyone's version was identical. I would try my best to edit it. Now the kids can soar!"

Students also used Microsoft Publisher to create special Spanish editions of menus to local restaurants, designed to be used by Spanish-speaking restaurant patrons. In addition to using Publisher for the design of the menus, students were able to download maps to accompany directions to the restaurants. Students also used currency-conversion Web sites to provide "translated" prices.


Using their choice of PowerPoint or PhotoJam, Lori's students produced and hosted Spanish news broadcasts. Each news team of four covered weather, sports, a celebrity interview, and entertainment. "Students are excited to have the opportunity to infuse their knowledge of technology into something 'foreign' to them. It gives them a boost of confidence," Lori explains. One student commented, "I liked having the PhotoJam slides flash ... it helped me remember my skit!" Furthermore, the technology infusion helps to make the task more authentic and to provide real-world skills. "My friends out in the 'real world' often tell me about the presentations they need to do in front of clients, and of course no one heads out without a laptop and a projector!"

In addition to using technology, Lori uses other structures to differentiate instruction and to create an environment in which her students take responsibility for their own learning. She uses her "Help Board" (or, in Spanish, her "Ayúdame Board") to allow students to post their questions. She also uses minilessons, scheduled benchmarks, posted samples of work, templates, and how-to sheets to differentiate instruction. She provides many rich resources, both print and electronic, so that students are able to learn to find information on their own. Overall, Lori's goal is to create responsible self-directed lifelong learners: "I think tolerating nothing less than respect for themselves and one another helps," she comments.

Lori also encourages students to schedule their own time. She feels it is important to create and stick to deadlines so that students become good time managers. "Students are interesting to observe when they are able to schedule for themselves," she says. "Once they schedule for a few days, students seem more relaxed, knowing that help is there ... they can wait for a scheduled minilesson, use the help board, or ask the teacher who is facilitating. Having solid deadlines encourages students to use class time more effectively and minimize additional homework."
"I like to be able to do the assignments in any order," a student comments.

For Lori, the biggest challenge of running a learner-active technology infused classroom is redefining classroom management. "I am ... well, let's just say orderly," Lori says. "It's a new approach for me to see the classroom active and running smoothly without each student's attention focused on a certain activity with the teacher as the ringleader. Instead there is a lot of activity - teaching, sharing, brainstorming, minilessons, peer tutoring, practicing. You can have a well-managed classroom with noise, activity, and individual schedules. The challenge is to find the time to develop and organize tasks that allow for the necessary flexibility."

La fiesta invitation:
"la fiesta invitation" (task) and "la fiesta invitation" (rubric)

En un restaurante en Mexico:
"Restaurant in Mexico" (task) and "Restaurant in Mexico" (rubric)

El menu:
"Menu" (task and rubric)