LoTi Levels of Technology Implementation Dr. Christopher Moersch

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LoTiLevels of Technology ImplementationDr.
Christopher Moersch

• Presented by

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What is LoTi?

• A self-assessment questionnaire that approximates
  a teachers profile in the following areas
• Level Of Technology Implementation (LoTi)
• Personal Computer Use (PCU)
• Comfort/Skill with using computers
• Current Instructional Practice (CIP)
• Subject Matter vs. Learner-Based

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The LoTi Profile focuses on

• Integrating technology in an exemplary manner
• Supports purposeful, authentic problem-solving
• Utilizes performance-based assessment practices
• Promotes experiential learning
• Requires higher levels of cognitive processing
• In-depth examination of the content.
• Not merely using technology to achieve isolated
  lower-cognitive tasks
• word processing a research paper(research and
  report)
• creating an informational PowerPoint slide show
• gathering facts on the Internet

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Move UP Blooms LoTi
Taxonomy Verb List  
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Why LoTi?

• Vision - It provides a vision of best teaching
  practices relating to the use of computers.
• Technology Planning allows schools/districts to
  establish instructional technology goals and
  measure continuous progress toward meeting those
  goals.
• Decision Making - Provide schools with a
  data-driven approach to instructional computing
  decision-making at the school level.
• Assessment - Empower school systems to assess
  changes in classroom teacher's instructional
  practices relating to the use of computers.
• Accountability/Funding/Grants Justification for
  technology funds for the procurement of hardware,
  software, and professional development
• Professional Development provides a foundation
  for professional development planning
• LoTi HoTi - It emphasizes using technology to
  move from using lower to
  Higher-Order Thinking Implementation.

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Profiling Process

• Complete the LoTi Questionnaire.
• Online
• Includes 50 questions
• 15 - 30 minutes
• Review your results.
• Implement the recommendations.

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QCC Standards

• An audit of the Quality Core Curriculum (QCC)
  found that most of the standards were written at
  the Knowledge/Comprehension levels.
• Currently under revision to include standards
  that address higher-order thinking skills.
• New QCC standards to be implemented TBA - ?????

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Why LoTi?

• Vision - It provides a vision of best teaching
  practices relating to the use of computers.
• Technology Planning allows schools/districts to
  establish instructional technology goals and
  measure continuous progress toward meeting those
  goals.
• Decision Making - Provide schools with a
  data-driven approach to instructional computing
  decision-making at the school level.
• Assessment - Empower school systems to assess
  changes in classroom teacher's instructional
  practices relating to the use of computers.
• Accountability/Funding/Grants Justification for
  technology funds for the procurement of hardware,
  software, and professional development
• Professional Development provides a foundation
  for professional development planning
• LoTi HoTi - It emphasizes using technology to
  move from using lower to
  Higher-Order Thinking Implementation.

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Creates Goal Statements forDistricts/Schools

• Move 45 of staff members positioned at Level 2
  implementation of technology to a Level 4a
  during the school year.

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Profiling Process

• Complete the LoTi Questionnaire.
• Online
• Includes 50 questions
• 15 - 30 minutes
• Review your results.
• Implement the recommendations.

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LoTi Levels


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Level 0 Non-Use

• Are cobwebs forming around your classroom
  computer?

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Level 0 Non-Use

• Technology tools are
• Completely unavailable in the classroom.
• Not utilized for classroom instruction.
• There is a perceived lack of time to use
  technology.

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Level 0 Non-Use

• Teacher Comments
• Using computers is the least of my problems.
  Have you seen my class enrollment?
• Using computers gets in the way of what I am
  supposed to be doing.
• I really dont have the time to deal with
  computers anyway.
• My computer crashed. I am still waiting for
  someone to fix it.
• Im too old!

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Level 1 Awareness Teacher does the doing.

• Who is using the computers? Pick one
• Teacher
• Students
• Both

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Level 1 Awareness Teacher does the doing.

• Technology tools
• Used almost exclusively for classroom management
  tasks
• E-mail
• Word Processing
• Attendance
• Gradebook programs
• Used to embellish teacher-directed lessons or
  lectures
• PowerPoint presentations by the teacher
• One step removed from the classroom teacher
• Children are dropped off at the computer lab
• Integrated Learning System labs
• Central word processing labs
• Computer Literacy Classes

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Level 1 Awareness Teacher does the doing.

• Teacher Comments
• This grading program is fabulous. Computers are
  great!
• My students go to the lab each Tuesday. This
  frees me to catch up on my grades or meet with
  parents.
• I designed my own web page so that students can
  view their weekly assignments.

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Level 2 Exploration Knowledge/Comprehension
Level

• Is the focus more on computer use or on the
  critical content?
• The PowerPoint race is on.

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Level 2 Exploration Knowledge/Comprehension
Level

• Technology tools
• Supplement the existing instructional program
• Educational Games
• Tutorials
• Drill Kill
• Complement selected multimedia and/or web-based
  projects
• PowerPoint Presentations - informational
• Internet Research Report basic facts
• Web Pages - informational
• Employed as one of the following
• Extension Activities
• Enrichment Activities
• Reinforcement Activities

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Level 2 Exploration Knowledge/Comprehension
Level

• Teacher Comments
• My students have built some very sophisticated
  PowerPoint presentations during the year.
• My kids graphed some data from an AIMS activity
  last week. They love the way the graphs look on
  the screen.
• When students finish their packets early, they
  often go back to the computers and practice their
  computer skills.

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Level 3 Infusion Analysis/Synthesis/Evaluation
Levels

• Sometimes we feel our use of an innovation is
  complete, but in reality, it may be missing some
  pieces.
• What is the focus of the computer use?

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Level 3 Infusion Analysis/Synthesis/Evaluation
Levels

• Technology tools include
• Spreadsheets - Excel
• Graphing programs Graph Club
• Concept Mapping - Inspiration
• Word Processing/Desktop Publishing - Word
• Presentations - PowerPoint
• Access Databases
• WebQuests research and draw conclusions
• Simulation Software Tom Snyder
• Emphasis is on using a variety of thinking skills
  to address the content under investigation
• Problem-solving
• Decision-making
• Experimentation
• Scientific inquiry

Analyze Data Make Inferences Draw Conclusions
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Level 3 Infusion Analysis/Synthesis/Evaluation
Levels

• Teacher Comments
• My students just completed a research project
  investigating why many students never use the
  schools drinking fountains.
• My students created a multimedia presentation
  that analyzed the issue of poverty among 18-25
  year old adults.

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Level 4a Integration (Mechanical)

• At times, we may have accepted the idea of an
  innovation, but may have difficulty with its
  actual implementation.

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Level 4a Integration (Mechanical)

• Technology tools
• Integrated in a Mechanical Manner
• Heavy reliance on pre-packaged materials,
  instructional designs (4-MAT, EBAM, Understanding
  by Design) and outside resources to implement
  student-centered learning experiences.
• HOWEVER, teachers classroom management concerns
  and perceived infrastructure barriers still
  exist.
• Emphasis is placed on
• Solving Authentic Problems
• Student action
• Student collaboration for planning/implementing/ev
  aluating their work
• Issue resolution
• Higher levels of cognitive processing
• In-depth examination of the content

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Level 4a Integration (Mechanical)

• Examples
• Students designed a school-based information
  kiosk to assist their classmates with various
  safety issues. The kiosk included map
  directions to school based on the time of day,
  neighborhood watch sites, and just-say-no
  strategies to use with strangers. The information
  for the kiosk came from student-generated
  surveys, field investigations, and personal
  interviews.

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Level 4a Integration (Mechanical)

• Examples
• Students created a travel brochure for families
  traveling within the state of Georgia that
  included
• (1) a guide for selecting the best modes of
  travel based on the time of the year
• (2) recommended lodging based on information
  collected from various travel sites and
• (3) a listing of the best destination sites based
  on criteria established by the students.

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Level 4a Integration (Mechanical)

• Teacher Comments
• The creation of the kiosk idea was based on an
  existing unit that I borrowed from one of the 5th
  grade teachers.
• The travel brochure was part of the culminating
  performance task developed by a consultant with
  the assistance from the 4th grade teachers.

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Level 4b Integration (Routine)

• As you can see, the use of the innovation has
  become routine.

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Level 4b Integration (Routine)

• Technology tools
• Integrated in a Routine Manner
• Teachers readily design student-centered learning
  experiences that empower students to
• Identify and Solve Authentic Problems
• Relate to an overall theme/concept
• Use schools available technology
• Little or no outside assistance
• Emphasis is placed on
• Student action
• Issue resolution
• Higher levels of cognitive processing
• In-depth examination of the content

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Level 4b Integration (Routine)
Examples

• Based on the rise in student violence on campus,
  students prepared a PowerPoint presentation
  highlighting their recommended mediation
  strategies using data synthesized from
  school-wide surveys and the Internet.
• Students created a Web site devoted to exploring
  solutions to the steady increase in solid wastes
  entering the local landfill.

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Level 4b Integration (Routine)
Examples

• Students prepared a multimedia presentation
  highlighting the misconceptions and omissions in
  history textbooks concerning the contributions of
  their specific ethnic group. Presentation was
  later burned onto a CD for submission to the
  various textbook publishers for consideration.
• Students investigated options for salvaging the
  local fish ponds as a way of preserving their
  native Hawaiian culture. Students prepared a
  community campaign to persuade the voters not to
  approve a local housing tract that might
  jeopardize the ponds.

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Level 4b Integration (Routine)

• Teacher Comments
• Our student mediation unit was prompted by the
  recent rise in fights on campus.
• We took the students on a field trip to a local
  fish pond to investigate the potential impact of
  the proposed housing development on the
  preservation of this ancient site.

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Level 5 - Expansion

• The full use of the innovation is now approaching
  uncharted territories.

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Level 5 ExpansionClassroom without walls

• Technology access is extended beyond the
  classroom
• Collaborative learning experiences involve
• Other schools, businesses, universities, research
  institutions, governmental agencies
• Ex Contacting NASA to establish a link to an
  orbiting space shuttle via Internet
• Expand student experiences directed at
• Problem-solving
• Issue resolution
• Student activism

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Level 5 ExpansionClassroom without Walls
Examples

• Students created an actual online business
  venture involving cosmetics and jewelry as a
  culminating performance task in their marketing
  class.
• Using video cameras, NASA images, and related
  weather and mapping data, students assisted a
  hiker in his goal to conquer the Continental
  Divide Trail from Mexico to Canada. Communicating
  via e-mail, students were able to provide daily
  information on the best routes based on projected
  weather reports and various typographic
  information.

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Level 5 ExpansionClassroom without walls

• Teacher Comments
• Students got the idea for starting a business
  venture online after they read a series of
  articles discussing the pros and cons of online
  businesses.
• Assisting their hiker friend was the highlight
  of the day. Since we were limited on time in
  class, students did the majority of their
  research online at home.

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Level 6 RefinementComputer Heaven

• Have you reached the promised land involving the
  power and potential of instructional computing?

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Level 6 RefinementComputer Heaven

• Technology
• Students and teachers have ready access to and a
  complete understanding of a vast array of
  technology-based tools to accomplish any task at
  school.
• Instructional curriculum is entirely
  learner-based - Classroom content emerges based
  on the needs of the learner according to his/her
  interests and/or aspirations.
• Constructivist instruction
• Is used by students through their own initiative
  to find solutions related to an identified
  real-world problem or issue of significance to
  them.

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Level 6 RefinementComputer Heaven
Examples

• Students designed an interactive Web site for
  bilingual children to expedite their English
  language proficiency. The site included options
  for real-time conversations, tutorial sessions,
  and bilingual online bulletin boards.
• Students created a new type of housing design
  using some sophisticated CAD programs to improve
  the amount of heat transfer in future homes.

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Level 6 RefinementComputer Heaven

• Teacher Comments
• Every student has access to computers, video
  cameras, scanners, Internet, and any other
  technology-based application at any time during
  the instructional day. Doesnt everyone?
• We have computers embedded in every desk and in
  every classroom on campus. Students can use them
  at any timeeven outside with our wireless
  network.

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Choose your LoTi Target!

• All levels are appropriate at different times
  depending upon the desired level of cognitive
  processing and student outcome.
• Be prepared to move between levels on a regular
  basis and do the LoTi HoTi!

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National vs. Georgia
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DOE LoTi Goals - 2006

• Teachers
• 80 at Level 3 or above
• 40 at Level 4a or above
• 20 at Level 4b or above
• Current Levels (2003)
• 30 at Level 3 or above
• 18 at Level 4a or above
• 8 at Level 4b or above

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DOE LoTi Goals - 2006

• Media/Technology Specialists
• 100 at Level 3 or above
• 80 at Level 4a or above
• 40 at Level 4b or above
• Current Levels (2003)
• 51 at Level 3 or above
• 37 at Level 4a or above
• 25 at Level 4b or above

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DOE LoTi Goals - 2006

• Building Administrators
• 100 at Level 3 or above
• 80 at Level 4a or above
• 40 at Level 4b or above
• Current Levels (2003)
• 27 at Level 3 or above
• 17 at Level 4a or above
• 10 at Level 4b or above

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LoTi Level?

• Show videos and have participants approximate the
  LoTi level.
• See the following URL for video clips to download
  and run from your desktophttp//edtech.kennesaw.
  edu/loti.htm
• (Scroll down to the bottom of the web page for
  answers! Shhhhhhhh!!!)

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Credits

• The materials contained in this presentation have
  been adapted from the website of Dr. Chris
  Moersch.
• http//www.learning-quest.com/LoTi/