LoTi Levels of Technology Implementation Dr. Christopher Moersch Presented by:

What is LoTi? A self-assessment questionnaire that approximates a teacher’s 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 CIP – reveals each participants support or implementation of instructional practices consistent with a learner based curriculum design. In a subject-matter based approach, learning activities are sequential, student projects are uniform, and lectures and traditional evaluation strategies are the norm. In a learner-based approach, learning activities are diversified and based on student questions, the teacher serves as a co-learner/facilitator, student projects are student-directed, and the use of alternative assessment strategies are the norm.

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…

“Move UP Bloom’s & LoTi” Taxonomy Verb List   “Move UP Bloom’s & LoTi” 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

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.

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

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 - ?????

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.

Creates Goal Statements for Districts/Schools Move 45% of staff members positioned at Level 2 implementation of technology to a Level 4a during the school year.

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

LoTi Levels 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

Level 0 – Non-Use Are cobwebs forming around your classroom computer?

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.

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 don’t have the time to deal with computers anyway.” “My computer crashed. I am still waiting for someone to fix it.” I’m too old!

Level 1 – Awareness Teacher “does the doing.” Who is using the computers? Pick one… Teacher Students Both Available technology used primarily for teacher productivity – email, word processing, grading programs.

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

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.”

Level 2 – Exploration Knowledge/Comprehension Level Is the focus more on computer use or on the critical content? The PowerPoint race is on….

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 Student technology projects focus on lower levels of student cognition.

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.” Student technology projects focus on lower levels of student cognition.

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? Is higher order thinking and problem solving linked to critical content the focus of computer use? Tool-based applications are used primarily by students for analyzing data, making inference, drawing conclusions.

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

Level 3 – Infusion Analysis/Synthesis/Evaluation Levels Teacher Comments: “My students just completed a research project investigating why many students never use the school’s drinking fountains.” “My students created a multimedia presentation that analyzed the issue of poverty among 18-25 year old adults.”

Level 4a – Integration (Mechanical) At times, we may have accepted the idea of an innovation, but may have difficulty with its actual implementation.

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, teacher’s classroom management concerns and perceived infrastructure barriers still exist. Emphasis is placed on: Solving Authentic Problems Student action Student collaboration for planning/implementing/evaluating their work Issue resolution Higher levels of cognitive processing In-depth examination of the content The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

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. The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

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. The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

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.” The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

Level 4b – Integration (Routine) As you can see, the use of the innovation has become routine.

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 school’s 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 Teachers can readily design learning experiences from with no outside assistance that empower students to identify and solve authentic problems using technology.

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. The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

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. The use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.

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.” Teachers can readily design learning experiences from with no outside assistance that empower students to identify and solve authentic problems using technology.

Level 5 - Expansion The full use of the innovation is now approaching uncharted territories.

Level 5 – Expansion “Classroom 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 Teachers actively elicit technology from outside entities to expand student experiences directed at problem-solving, issues resolution and student action.

Level 5 – Expansion “Classroom 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.

Level 5 – Expansion “Classroom 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.” Teachers actively elicit technology from outside entities to expand student experiences directed at problem-solving, issues resolution and student action.

Level 6 – Refinement “Computer Heaven” Have you reached the promised land involving the power and potential of instructional computing?

Level 6 – Refinement “Computer 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.

Level 6 – Refinement “Computer 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.

Level 6 – Refinement “Computer 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. Doesn’t everyone?” “We have computers embedded in every desk and in every classroom on campus. Students can use them at any time—even outside with our wireless network.”

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!

National vs. Georgia

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

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

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

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

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