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  
Evaluation - Judging the value of ideas or products. translate, debate, evaluate, grade, select, reject, determine, judge, criticize, recommend, rank, editorialize, appraise, assess, choose, critique, estimate, measure, rank, rate, revise, score, and test
Synthesis - Creating new or original ideas for products. invent, compose, combine, reorganize, develop, blend, form, originate, reorder, produce, design, predict, arrange, assemble, collect, construct, create, generalize, integrate, manage, organize, plan, prepare, prescribe, propose and specify
Analysis - Examining parts in relationship to the whole. breakdown, uncover, look in to, dissect, examine, take apart, classify, simplify, inspect, categorize compare, contrast, analyze, appraise, contract, criticize, debate, detect, diagram, differentiate, distinguish, experiment, infer, inspect, inventory, question, separate and summarize 
Application - Using facts to find solutions to problems. solve, adopt, use, try, relate, illustrate, diagram, construct, employ, report, interview, record, apply, calculate, complete, demonstrate, dramatize, employ, examine, illustrate, interpret, locate, interpolate, operate, order, predict, practice, relate, report, restate, review, schedule, sketch, solve, translate and utilize
Comprehension - Understanding the idea is the key. translate, retell, define, interpret, outline, expand, reward, qualify, alter, change, spell-out, account for, associate, classify compare, compute, contrast, describe, differentiate, discuss, distinguish, explain, estimate, express, locate, interpolate, predict, report, and restate
Knowledge - Recall the basic facts. The simplest level of thinking. tell, list, show, find, label, say, recite, check, locate, choose, select, name, identify, read, write, match, cite, count, define, draw, indicate, name, point, quote, recognize, record, relate, repeat, state, tabulate, and trace
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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

LoTi Breakdown LoTi Breakdown
Level 0 Non-Use
Level 1 Awareness
Level 2 Exploration
Level 3 Infusion
Level 4a Integration (Mechanical)
Level 4b Integration (Routine)
Level 5 Expansion
Level 6 Refinement

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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/