Levels
of Technology Implementation (LOTI) Framework |
|
Level |
Category |
Description |
| 0 |
|
A
perceived lack of access to technology-based tools or a lack
of time to pursue electronic technology implementation. Existing
technology is predominately text-based (e.g. ditto sheets, chalkboard,
overhead projector). |
|
Classroom
Observations: There is no visible evidence of computer access
in the classroom or computers sit idle during the instructional
day. |
Teacher
Comments:
"I really don't have time to deal with computers anyway."
"My computer crashed and burned on me a few years ago.
I'm still waiting for someone to fix it."
Using computers is the least of my problems this semester. Seen
the new TAKS?" |
|
| 1 |
|
The
use of computers is generally one step removed from the classroom
teacher (e.g., it occurs in integrated learning system labs,
special computer-based pull-out programs, computer literacy
classes, and central word processing labs). Computer based
applications have little or no relevance to the individual
teacher's instructional program. |
Classroom
Observations: Available classroom computer(s) are used exclusively
for teacher productivity. Multimedia applications are used
to embellish classroom lectures/teacher presentations. Curriculum
Management tools are used extensively to generate standards-driven
lesson plans.
|
Teacher
Comments:
"I basically send my kids to the computer lab where they
learn how to use it. The kids love it."
"My students go to the lab each Tuesday. This frees me
to catch up on my grades or meet with parents."
"Our staff attends a bi-monthly computer camp with our
technology coordinator. This month we're learning how to design
a web page." |
|
|
| 2 |
|
Technology-based
tools serve as a supplement (e.g., tutorials, educational games,
simulations) to the existing instructional program. The electronic
technology is employed either for extension activities or for
enrichment exercises to the instructional program. |
Classroom
Observations: Student projects (e.g., designing web pages,
research via the Web, creating multimedia presentations, creating
graphs and charts) focus on lower levels of Bloom's Taxonomy
(e.g., creating a web page to learn more about a whale species).
Greater emphasis on technology rather than critical content.
Computer use serves as a reward or digital babysitter. Students
gather weather data and keyboarding the information in a WAN
database (e.g., GLOBE project)
|
Teacher
Comments:
"My students have built some very sophisticated and impressive
multimedia applications during the year. Some of their projects
even look professional."
"When students finish their packets early, they often
go back to the computers and practice their computer skills."
"My students created our school's web page."
"My kids graphed some data. They love the way the graphs
look on the screen." |
|
| 3 |
|
Technology-based
tools including databases, spreadsheets, graphing packages,
probes, calculators, multimedia applications, desktop publishing,
and telecommunications augment selected instructional events
(e.g., science kit experiments using spreadsheets or graphs
to analyze results, telecommunications activities involving
data sharing among school). |
| Classroom
Observations: Students use tool-based applications such as spreadsheets/graphing,
concept mapping, and databases are used primarily for analyzing
data, making inferences, drawing conclusions from an investigation
or related scientific inquiry. Students use the web for research
purposes or interact with selected software applications that
require them to take a position or role play an issue |
Teacher
Comments:
"My students just completed a research project investigating
why many middle school students never use the school's drinking
fountains."
"I designed a culminating performance task for my 4th
grade students that required them to conduct web-based research
and related data gathering to support their predictions for
the upcoming election."
"My students created a multimedia presentation that analyzed
the issue of poverty among 18-25 year old adults." |
|
4a |
Integration
(mechanical) |
Technology-based
tools are mechanically integrated, providing a rich context
for students' understanding of the pertinent concepts, themes,
and processes. Heavy reliance is placed on prepackaged materials
and sequential charts that aid the teacher in the daily operation
of the instructional curriculum. Technology (e.g.,multimedia,
telecommunications, databases, spreadsheets, word processing)
is perceived as a tool to identify and solve authentic problems
relating to an overall theme or concept. |
Classroom
Observations: Students designed a school-based information
kiosk to assist their classmates with various "safety"
issues including map directions based on time of day, neighborhood
watch sites, and "just-say-no" strategies to use
with strangers. The information collected for the kiosk
was supplied from student-generated surveys, field investigations,
and personal interviews.
|
Teacher
Comments:
"The creation of the information kiosk idea was based on
an existing unit that I borrowed from one of the 5th grade teachers."
"I used an existing unit design published by a software
company that provided an easy way to design my culminating performance
task and the student experiences leading up to the fundraiser." |
|
4b |
Integration
(routine) |
Teachers
can readily create integrated units with little intervention
from outside resources. Technology-based tools are easily and
routinely integrated, providing a rich context for students'
understanding of pertinent concepts, themes, and processes.
Technology (e.g., multimedia, telecommunications, databases,
spreadsheets, word processing) is perceived as a tool to identify
and solve authentic problems relating to an overall theme/concept. |
Classroom
Observations:
- Based
on the rise in student violence on campus, students prepared
a multimedia presentation highlighting their recommended
mediation strategies using data synthesized from school-wide
surveys and from the internet.
- Students
created a web site devoted to exploring solutions to the
steady increase in solid wastes entering the local landfill.
- Students
prepared a multimedia presentation highlighting the misconceptions
and omissions in history textbooks concerning the contributions
of their specific ethnic group. Presentation was later burnt
onto a CD for submission to various textbook publishers
for consideration.
|
Teacher
Comments:
"Our student mediation unit was prompted by the recent
rise in fights on campus. Many students expressed concern for
their personal safety and the safety of others at school."
"I first converted several digital images into a Power
Point presentation to get my students thinking about the waste
disposal issue and asking questions. |
|
5 |
|
Technology
access is extended beyond the classroom. Classroom teachers
actively elicit technology applications and networking from
business enterprises, governmental agencies (e.g., contacting
NASA to establish a link to an orbiting space shuttle through
the Internet) research institutions, and universities to expand
student experiences directed at problem solving, issue resolution,
and student activism surrounding a major theme or concept. |
|
6 |
Refinement |
Technology
is perceived as a process, product (e.g., invention, patent,
new software design) and tool for students to use in solving
authentic problems related to an identified real-world problem
or issue. In this context, technology provides a seamless medium
for information queries, problem solving, and product development.
Students have ready access to and a complete understanding of
a vast array of technology-based tools to accomplish any particular
task. |
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