Over a decade ago, a 4th grade teacher from Sparta, NJ signed up for a workshop with IDE's President, Dr. Nancy Sulla, entitled "Teaching in the Four Computer Classroom." The district had just placed four computers in each fourth grade classroom, an innovative move back in the early '90s. Dr. Sulla recalls, "I wasn't teaching a class in how to use computers, which some had hoped I was. I was helping teachers explore differentiated instruction, using technology as a key tool in the learning process. Those were some volatile sessions. Some teachers loved the concept; others hated it, and were rather vocal about that. For Sue Vienne, a huge lightbulb went off. Everything made sense, and she ran with it." We've asked Sue to think back to what it was like in the early days on her journey to developing the learner-active, technology-infused™ classroom.
Sue Vienne's recollections . . .
"How are we supposed to teach like this?" was a comment I overheard about 10 years ago regarding 4 brand new computers placed in each 4th grade classroom. I, too, had the same reaction until I started taking a very innovative in-service program. It appeared, on the surface at the workshop, that we were going to get a list of activities for our students to use when they sat at the computers. Instead, we were asked to think "out of the box" and consider how we were going to teach and have students use the computers at the same time. I realized that a typical day in my classroom was not going to work anymore. I soon discovered that integrating the use of technology would allow my students more learning opportunities, which were motivating and exciting.
To begin with, my teaching style and the classroom environment had to change. Desks were replaced with round tables to enhance student interaction and cooperative learning. Students were held accountable for specific jobs and community materials in their cooperative groups. Other areas needing change related to scheduling, eliminating downtime, movement in the room, and my own perceptions related to my responsibilities as a teacher.
As the focus shifted from my agenda to the students' needs, things began to pop! One of my most vivid memories happened right after we exchanged our desks for tables. It was early fall, and I had asked my students to investigate the Lenni Lenape culture. I was very nervous because I was not covering the chapter page by page. Students formed groups based on a self-chosen topic. They were expected to create a presentation - a play, poster, etc. We had talked about activities at the end of the day. The next morning, 2 of my parents were in the hall before the buses arrived. My students piled in the front door of the building, talking about their projects. They went straight to their tables, sent someone for their supplies, moved into their groups and started to work. This all happened before opening exercises! The parents and I stood staring at each other in
amazement. I can still hear Mrs. Vaganek asking me to explain what had just happened!
Looking back to those early days, I have so many people to thank. My building principal not only encouraged me, but he gave me a great support system. I worked with Nancy Sulla and Sue Salny, and their enthusiasm and great ideas inspired me to do more. I am truly a different teacher because of that one workshop. It is wonderful to be able to say that I love what I do even after 28 years in the classroom. When you create a learner active environment, everyone in the room continues to learn and grow, including the teacher!