Presentation on theme: "LoTi Levels of Technology Implementation Dr. Christopher Moersch"— Presentation transcript:
1LoTi Levels of Technology Implementation Dr. Christopher Moersch Presented by:
2What 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 computersCurrent Instructional Practice (CIP)Subject Matter vs. Learner-BasedCIP – 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, studentprojects are uniform, and lectures and traditional evaluation strategies are thenorm. In a learner-based approach, learning activities are diversified andbased on student questions, the teacher serves as a co-learner/facilitator, studentprojects are student-directed, and the use of alternative assessment strategiesare the norm.
3The LoTi Profile focuses on… Integrating technology in an exemplary manner:Supports purposeful, authentic problem-solvingUtilizes performance-based assessment practicesPromotes experiential learningRequires higher levels of cognitive processingIn-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…
4“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 testSynthesis - 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 specifyAnalysis - 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 utilizeComprehension - 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 restateKnowledge - 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
5Why 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 developmentProfessional Development – provides a foundation for professional development planningLoTi – HoTi - It emphasizes using technology to move from using lower to Higher-Order Thinking Implementation.
6Profiling Process: Complete the LoTi Questionnaire. OnlineIncludes 50 questionsminutesReview your results.Implement the recommendations.
7QCC StandardsAn 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 - ?????
8Why 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 developmentProfessional Development – provides a foundation for professional development planningLoTi – HoTi - It emphasizes using technology to move from using lower to Higher-Order Thinking Implementation.
9Creates 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.
10Profiling Process: Complete the LoTi Questionnaire. OnlineIncludes 50 questionsminutesReview your results.Implement the recommendations.
12Level 0 – Non-UseAre cobwebs forming around your classroom computer?
13Level 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.
14Level 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!
15Level 1 – Awareness Teacher “does the doing.” Who is using the computers? Pick one…TeacherStudentsBothAvailable technology used primarily for teacher productivity – , word processing, grading programs.
16Level 1 – Awareness Teacher “does the doing.” Technology tools:Used almost exclusively for classroom management tasksWord ProcessingAttendanceGradebook programsUsed to embellish teacher-directed lessons or lecturesPowerPoint presentations by the teacherOne step removed from the classroom teacherChildren are “dropped off” at the computer labIntegrated Learning System labsCentral word processing labsComputer Literacy Classes
17Level 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.”
18Level 2 – Exploration Knowledge/Comprehension Level Is the focus more on computer use or on the critical content?The PowerPoint race is on….
19Level 2 – Exploration Knowledge/Comprehension Level Technology tools:Supplement the existing instructional programEducational GamesTutorialsDrill & KillComplement selected multimedia and/or web-based projectsPowerPoint Presentations - informationalInternet “Research & Report” – basic factsWeb Pages - informationalEmployed as one of the following:Extension ActivitiesEnrichment ActivitiesReinforcement ActivitiesStudent technology projects focus on lower levels of student cognition.
20Level 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.
21Level 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.
22Level 3 – Infusion Analysis/Synthesis/Evaluation Levels Technology tools include:Spreadsheets - ExcelGraphing programs – Graph ClubConcept Mapping - InspirationWord Processing/Desktop Publishing - WordPresentations - PowerPointAccess – DatabasesWebQuests – research and draw conclusionsSimulation Software – Tom SnyderEmphasis is on using a variety of thinking skills to address the content under investigation:Problem-solvingDecision-makingExperimentationScientific inquiryAnalyze DataMake InferencesDraw Conclusions
23Level 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 year old adults.”
24Level 4a – Integration (Mechanical) At times, we may have accepted the idea of an innovation, but may have difficulty with its actual implementation.
25Level 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 ProblemsStudent actionStudent collaboration for planning/implementing/evaluating their workIssue resolutionHigher levels of cognitive processingIn-depth examination of the contentThe use of outside resources and/or interventions aid the teacher in developing challenging learning experiences using available classroom computers.
26Level 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.
27Level 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.
28Level 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.
29Level 4b – Integration (Routine) As you can see, the use of the innovation has become routine.
30Level 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 ProblemsRelate to an overall theme/conceptUse school’s available technologyLittle or no outside assistanceEmphasis is placed on:Student actionIssue resolutionHigher levels of cognitive processingIn-depth examination of the contentTeachers can readily design learning experiences from with no outside assistance that empower students to identify and solve authentic problems using technology.
31Level 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.
32Level 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.
33Level 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.
34Level 5 - ExpansionThe full use of the innovation is now approaching uncharted territories.
35Level 5 – Expansion “Classroom without walls“ Technology access is extended beyond the classroom:Collaborative learning experiences involve:Other schools, businesses, universities, research institutions, governmental agenciesEx: Contacting NASA to establish a link to an orbiting space shuttle via InternetExpand student experiences directed at:Problem-solvingIssue resolutionStudent activismTeachers actively elicit technology from outside entities to expand student experiences directed at problem-solving, issues resolution and student action.
36Level 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 , students were able to provide daily information on the best routes based on projected weather reports and various typographic information.
37Level 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.
38Level 6 – Refinement “Computer Heaven” Have you reached the promised land involving the power and potential of instructional computing?
39Level 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.
40Level 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.
41Level 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.”
42Choose 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!
44DOE LoTi Goals - 2006 Teachers: 80% at Level 3 or above 40% at Level 4a or above20% at Level 4b or aboveCurrent Levels (2003):30% at Level 3 or above18% at Level 4a or above8% at Level 4b or above
45DOE LoTi Goals - 2006 Media/Technology Specialists: 100% at Level 3 or above80% at Level 4a or above40% at Level 4b or aboveCurrent Levels (2003):51% at Level 3 or above37% at Level 4a or above25% at Level 4b or above
46DOE LoTi Goals - 2006 Building Administrators: 100% at Level 3 or above80% at Level 4a or above40% at Level 4b or aboveCurrent Levels (2003):27% at Level 3 or above17% at Level 4a or above10% at Level 4b or above
47LoTi Level?Show videos and have participants approximate the LoTi level.See the following URL for video clips to download and run from your desktop:(Scroll down to the bottom of the web page for answers! Shhhhhhhh!!!)
48CreditsThe materials contained in this presentation have been adapted from the website of Dr. Chris Moersch.