LoTi in Georgia Levels of Technology Implementation Developed by: Dr. Christopher Moersch

1. 1 LoTi in Georgia(Levels of Technology Implementation)Developed by:Dr. Christopher Moersch Presented by: Traci Redish, Ph.D. Kennesaw State University DOE Educational Technology Training Center

2. Slide 2 Current Research Aligned to learning standards (QCC). Integral to the instructional process. Frequent enough to make an impact on learning. Embedded in instructional strategies matched to the desired learning goal. Appropriate for the types of cognitive skills that students are expected to acquire.

3. Slide 3 NCREL�s enGauge Framework

4. Slide 4 What is LoTi? Conceptual Framework for Technology Implementation A self-assessment questionnaire that approximates a teacher�s profile in the following areas: Level Of Technology Implementation (LoTi) Personal Computer Use (PCU) Current Instructional Practice (CIP) Subject-Matter vs. Learner-Based (Didactic vs. Constructivist) (enGauge)

5. Slide 5 Current Instructional Practice (CIP) Subject-Matter Curriculum Design: Learning activities are sequential. Student projects are uniform. Lectures are the predominate instructional strategy. Traditional evaluation strategies are the norm. VS. Learner-Based Curriculum Design: Learning activities are differentiated based on student readiness, interests, and learning styles. Student projects are student-directed. Alternative assessment strategies are the norm.

6. Slide 6 The LoTi Framework focuses on� Exemplary technology implementation: 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 isolatedlower-cognitive tasks:  Creating an informational PowerPoint slide show� Gathering facts on the Internet� Creating a Web page with links� 

7. �Move UP Bloom�s & LoTi�

8. Slide 8 Why LoTi?

9. Slide 9 Profiling Process: Complete the LoTi Questionnaire. Online Includes 50 questions 25 - 30 minutes Review your results/recommendations.

11. Slide 11 Level 0 � Non-Use

12. Slide 12 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.

13. Slide 13 Level 0 � Non-Use �Using computers is the least of my problems. Have you seen my enrollment?� �Using computers gets in the way of what I�m supposed to be doing.� �I really don�t have time to integrate technology�I�m up to my eyeballs in testing!!!!� �My computer crashed and I�m still waiting on the county to fix it.� �I�m too old! I�ll retire soon!�

14. Slide 14 Level 1 � Awareness Who is using the computer? Circle one� Teacher Students Both Available technology used primarily for teacher productivity � email, word processing, grading programs.Available technology used primarily for teacher productivity � email, word processing, grading programs.

15. Slide 15 Level 1 � Awareness 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

16. Slide 16 �This grading program is fabulous.� �My students go to the lab every Tuesday. This frees me up to catch up on my grades� �I designed my own web page so that students can view their weekly assignments from home.� �I put all my lectures on PowerPoint.  I�m really integrating technology now!� Level 1 � Awareness

17. Level 2 � Exploration The focus tends to be more on the technology than the QCCs?

19. Slide 19 Level 2 � Exploration Technology tools:  Supplement the existing instructional program: Educational Games Tutorials Drill & Kill  Student-Created: PowerPoint Presentations - informational Internet �Research & Report� � basic facts Web Pages - informational Employed as one of the following: Extension Activities Enrichment Activities Reinforcement Activities

20. Slide 20 Level 2 � Exploration

21. Level 3 � Infusion Is the computer task an authentic, real-world problem?

22. Slide 22 Level 3 � Infusion

23. Slide 23 Level 3 � Infusion �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.�

24. Level 4a � Integration (Mechanical) We may have accepted the idea of an innovation, but still have difficulty with its implementation.

25. Slide 25 Level 4a � Integration (Mechanical)

26. Slide 26 Level 4a � Integration (Mechanical)

27. Slide 27 Level 4a � Integration (Mechanical)

28. Slide 28 Level 4a � Integration (Mechanical)

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

30. Slide 30 Level 4b � Integration (Routine)

31. Slide 31 Level 4b � Integration (Routine)

32. Slide 32 Level 4b � Integration (Routine)

33. Slide 33 Level 4b � Integration (Routine)

34. Slide 34 Level 5 - Expansion The full use of the innovation is now approaching uncharted territories.

35. Slide 35 Level 5 � Expansion

36. Slide 36 Level 5 � Expansion

37. Slide 37 Level 5 � Expansion

38. Slide 38 Level 6 � Refinement Have your teachers reached the promised land involving the power and potential of instructional technology?

39. Slide 39 Level 6 � Refinement

40. Slide 40 Level 6 � Refinement

41. Slide 41 Level 6 � Refinement

42. Slide 42 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!

43. Slide 43 LoTi Videos: Approximate the LoTi level� Describe how the lesson could be modified to move to the next LoTi level�

44. Slide 44 National vs. Georgia

45. Slide 45 DOE LoTi Goals - 2006 Teachers: 80% at Level 3 or above 40% at Level 4a or above 20% at Level 4b or above Current GA Levels (2003): 30% at Level 3 or above 18% at Level 4a or above 8% at Level 4b or above

46. Slide 46 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

47. Slide 47 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

48. Slide 48 1. Professional Learning on Bloom�s Taxonomy Strategies for increasing LoTi levels�

49. Slide 49 The question is the answer!

50. Bloom�s Taxonomy

51. Slide 51 After researching onthe Internet, what conclusions can you draw�?

52. Slide 52 Using Word, summarize the�

53. Slide 53 After viewing the United Streaming video, who? what? where? and when?...

54. Slide 54 After completing the simulation, which solution would you recommend�

55. Slide 55 Using a draw/paint program, design a new�

56. Slide 56 Questioning may be the most powerful technology of all�

57. Other Strategies: Integrate LoTi into: InTech and other PSC approved courses Other Professional Learning Programs Provide PL that models specific strategies for HOTI using available technology. Work with teams of teachers as part of their PLC. Understand the expectation of the Leadership.

58. Slide 58 Remember: The Building Level Administrator controls the LoTi level.

59. Slide 59

60. Slide 60 The materials contained in this presentation have been adapted from the website of Dr. Chris Moersch. http://www.learning-quest.com/LoTi/