LoTI Explanation

Bridging the Gap between the TEKS and Student Engagement
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House Bill 5 requires that the district collect information on many issues, two of which are "engaged learning" and "digital environment". This Levels of Technology Integration (LoTI) survey will help us to identify some of this information. Please take 10 minutes to carefully reflect on your own teaching/administration practices and then fill out the following form. 
 

LoTI Main Levels - Quick Explanation

  • Level 0 Non-Use: Teacher uses no technology, but relies on textbooks and printed materials. Note that information included in most textbooks and printed Encyclopedias are over ten years old when they are newly purchased. These materials are not considered adequate for research purposes. 
  • Level 1 Awareness: The teacher is the center of this classroom. If technology is used, it is used by the teacher. If the student uses it, it is unrelated to classroom instruction (games, simulations, etc.)
  • Level 2 Exploration: The teacher is still the center of learning. Digital tools & resources are used to reinforce lower cognitive skills. Students create multimedia products and share them within the classroom. 
  • Level 3 Infusion: The teacher is still the center of instruction. Digital tools & resources are used to carry out teacher-directed tasks with higher-order processing skills. Students are engaged in creating, analysis, synthesis, and evaluation, which may or may not be authentic (having an impact on the real-world). 
  • Level 4a Integration (Mechanical): To move to a level 4, the teacher must relinquish being the "sage on the stage" and allow more applied learning through the constructivist (learner-centered)  model of teaching. A newbie to this level may feel a little overwhelmed. Discipline problems may arise if the teacher is not closely monitoring independent and group dynamics. 
  • Level 4b Integration (Routine): To move to this level, the teacher makes sure that students are exploring real-world issues and solving authentic problems using current technology tools & resources at the highest cognitive levels. The teacher has gained competencies in classroom management, project-based, and collaborative group management. 
  • Level 5 Expansion: What distinguishes level 5, from other levels, is the emphasis placed on learner-centered, personal goal setting, and self-monitoring collaborations. There is a complexity of digital resources and collaboration tools. The teacher allows for inventiveness, in-depth experiential learning through analysis, synthesis, and evaluation. Students create authentic products that solve real-world problems through collaboration with diverse groups. We might see them Skyping with students in other states or countries. We might see them collaborating with different student populations, businesses, or even government agencies to create globally published products.   
  • Level 6 Refinement: To reach level 6, the curriculum must be entirely learner-based. Expertise is sought from outside the four walls of the classroom. For example, a student interested in robotics may contact a robotics expert to learn more in-depth content than a high school teacher might be able to provide. A student seeking to become a physician assistant, might access a mentor online or participate in a virtual field trip, Skype, or Google Hangout, developing a seamless collaboration with experts outside the classroom for information, investigations, creative problem-solving, and/or developing a professional level product. Professional level products might be evaluated by an expert in the student's preferred field of study. The student's interests drive the strategies and unlimited access to appropriate technology tools to support the learning environment. The teacher supports and monitors student progress. 
If you are a teacher, your information should reflect your classroom. 
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