LoTI: Level of Technology Implementation

introduction

• In 1994, Dr. Christopher Moersch developed the Levels of Technology Implementation (LoTi) scale in an effort to accurately measure authentic classroom technology use.
• This scale focuses on the use of technology as an interactive learning medium because this particular component has the greatest and lasting impact on classroom pedagogy and is the most difficult to implement and assess.
• The challenge is not merely to use technology to achieve isolated tasks (creating a multimedia slide show, browsing the Internet), but rather to integrate technology in an exemplary manner that supports purposeful problem-solving, performance-based assessment practices, and experiential learning.

Levels of technology implementation 

1. Non-use

•A perceived lack of access to technology-based tools (computers) or a lack of time to pursue electronic technology implementation.

•Existing technology is predominately text-based (chalkboard, overhead projector).

2. Awareness

•The use of computers is generally one step removed from the classroom teacher.

•Computer-based applications have little or no relevance to the individual teacher's instructional program.

3. Exploration

•Technology-based tools serve as a supplement to existing instructional program (tutorials, educational games, simulations).

•The electronic technology is employed either as extension activities or as enrichment exercises to the instructional program.

4. Infusion

•Technology-based tools, including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing applications, and telecommunications applications, augment isolated instructional events.

5. Integration

a) Mechanical

•Technology-based tools are integrated in a mechanical manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes.

•b) Routine

•Technology-based tools are integrated in a routine manner that provides rich context for students' understanding of the pertinent concepts, themes, and processes.

6. Expansion

•Technology access is extended beyond the classroom.

•Classroom teachers actively elicit technology applications and networking from business enterprises, governmental, research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme/concept.

7. Refinement

•Technology is perceived as a process, product (invention, patent, new software design), and tool to help students solve authentic problems related to an identified real-world problem or issue.

•Technology, in this context, provides a seamless medium for information queries, problem solving, and/or product development.

conclusion

•The LoTi implementation model focuses on the delicate balance between instruction, assessment, and the effective use of the available digital resources to increase the amount of h.e.a.t. while simultaneously improving student academic progress.