LoTi  Levels

Level 6: Refinement

Have you reached the promise land involving the power and potential of instructional computing?

Description:
Technology is perceived as a process, product (e.g., invention, patent, new software design), and/or tool for students to find solutions related to an identified "real-world" problem or issue of significance to them. At this level, there is no longer a division between instruction and technology use in the classroom. Technology provides a seamless medium for information queries, problem-solving, and/or product development. Students have ready access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task at school. The instructional curriculum is entirely learner-based. The content emerges based on the needs of the learner according to his/her interests, needs, and/or aspirations and is supported by unlimited access to the most current computer applications and infrastructure available.

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."

Level 5: Expansion

Are you ready to advance into uncharted areas of powerful teaching strategies linked to advanced technology use?

Description:
Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from other schools, business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle via internet), research institutions, and universities to expand student experiences directed at problem-solving, issues resolution, and student activism surrounding a major theme/concept. The complexity and sophistication of the technology-based tools used in the learning environment are now commensurate with (1) the diversity, inventiveness, and spontaneity of the teacher's experiential-based approach to teaching and learning and (2) the students' level of complex thinking (e.g., analysis, synthesis, evaluation) and in-depth understanding of the content experienced in the classroom.

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 and their success rates."
• "It was amazing! Many of the students already knew how to use these Internet tools such as Any Forms and writing simple CGI scripts."

"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."

Level 4b: Integration (Routine)

Is designing and managing student-based learning experiences using the available computers the most rewarding part of your workday?

Description:
Technology-based tools are integrated in a routine manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes. At this level, teachers can readily design and implement learning experiences (e.g., units of instruction) that empower students to identify and solve authentic problems relating to an overall theme/concept using the available technology (e.g., multimedia applications, internet, databases, spreadsheets, word processing) with little or no outside assistance. Emphasis is again placed on student action and on issues resolution that require higher levels of student cognitive processing and in-depth examination of the content.

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."
• "I presented students with an assignment to read different accounts of a historical event which later lead to a lively discussion on how history is presented in various textbooks."

"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."

Level 4a: Integration   (Mechanical)

Do classroom management issues relating to authentic, problem-based learning impede your progress with this type of teaching and learning approach?

Description:
Technology-based tools are integrated in a mechanical manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and/or outside resources (e.g., assistance from other colleagues), and/or interventions (e.g., professional development workshops) that aid the teacher in the daily management of their operational curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems as perceived by the students relating to an overall theme/concept. Emphasis is placed on student action and on issues resolution that require higher levels of student cognitive processing and in-depth examination of the content.

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 fund-raiser."

"The travel brochure which we used as a part of the culminating performance task was developed by a consultant with assistance from the 4th grade teachers."

Level 3: Infusion

Is higher order thinking and problem solving linked to critical content the focus of computer use in the classroom?

Description:
Technology-based tools including databases, spreadsheet and graphing packages, multimedia and desktop publishing applications, and internet use complement selected instructional events (e.g., field investigation using spreadsheets/graphs to analyze results from local water quality samples) or multimedia/web-based projects at the analysis, synthesis, and evaluation levels. Though the learning activity may or may not be perceived as authentic by the student, emphasis is, nonetheless, placed on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making, reflective thinking, experimentation, scientific inquiry).

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 Presidential election."

Level 2: Exploration

Is the focus more on computer use or on the critical content?

Description:
Technology-based tools supplement the existing instructional program (e.g., tutorials, educational games, basic skill applications) or complement selected multimedia and/or web-based projects (e.g., internet-based research papers, informational multimedia presentations) at the knowledge/comprehension level. The electronic technology is employed either as extension activities, enrichment exercises, or technology-based tools and generally reinforces lower cognitive skill development relating to the content under investigation.

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 from an AIMS activity last week. They love the way the graphs look on the screen."

Level 1: Awareness

Who's using the computers? The teacher or the students?

Description:
The use of technology-based tools is either (1) one step removed from the classroom teacher (e.g., integrated learning system labs, special computer-based pull-out programs, computer literacy classes, central word processing labs), (2) used almost exclusively by the classroom teacher for classroom and/or curriculum management tasks (e.g., taking attendance, using grade book programs, accessing email, retrieving lesson plans from a curriculum management system or the internet) and/or (3) used to embellish or enhance teacher-directed lessons or lectures (e.g., multimedia presentations).

Teacher Comments:

• "This grading program is fabulous. I can generate an average for each student or print out any outstanding assignment. Computers are great!"
• "I basically send my kids to the computer lab where they learn how to use it. The kids love it."
• "I designed my own web-page so that students can view their weekly assignments."
• "My students go to the lab each Tuesday. This frees me to catch up on my grades or meet with parents."