LoTi Digital-Age Framework

The LoTi Digital-Age Professional Development Priority Areas Framework was developed in an effort to align participant's professional development planning with the ongoing nationwide effort to sharpen educator skill sets as defined by the Partnership for 21st Century Skills. The LoTi Digital-Age Survey will help determine your current professional development priorities related to technology and instruction based on your current position (i.e., preservice teacher, inservice teacher, building administrator, instructional specialist, media-technology specialist, higher education faculty); and will also enable your educational institution to make better choices regarding staff development and future technology purchases.

• LoTi Digital-Age Priority Area #3: Student Learning and Creativity
  LoTi Digital-Age Priority Area #3: Student Learning and Creativity represents a participants level of proficiency with digital technologies including productivity tools, web-based applications, communications applications (e.g.,email, blogging), multimedia tools, and video media.
  • 21st Century Skills Alignment
    Information and Communication Technology (ICT) Literacy
  • Low-level Priority
    A Low-Level Priority implies that there is a low-level need for further professional development with LoTi Digital-Age Priority Area #3, Student Learning and Creativity. It is recommended that staff development planners concentrate on other professional development opportunities for staff that do not address technology proficiencies using digital technologies.
  • Mid-level Priority
    A Mid-Level Priority implies that there is a mid-level need for further professional development with LoTi Digital-Age Priority Area #3, Student Learning and Creativity. Even though this skillset is not a high priority, it is still recommended that staff development planners consider providing professional development interventions and/or mentoring opportunities for staff that will help them further improve their confidence and competence with various digital technologies.
  • High-level Priority
    A High-Level Priority implies that there is a high-level need for further professional development with LoTi Digital-Age Priority Area #3, Student Learning and Creativity. Digital-Age Work and Learning currently represents a high priority for your organization. It is recommended that staff development planners actively seek professional development interventions and/or mentoring opportunities immediately for staff that will help staff further improve their confidence and competence with various digital technologies.
• LoTi Digital-Age Priority Area #2: Digital-Age Learning Experiences and Assessments
  LoTi Digital-Age Priority Area #2: Digital-Age Learning Experiences and Assessments addresses a participants comfort level with implementing a student-centered approach in the classroom learning environment. A student-centered classroom is characterized by students assuming an active role in shaping their own learning experience in terms of the learning process as well as the final product.
  • 21st Century Skills Alignment
    Interpersonal and Self-Directional Skills
  • Low-level Priority
    A Low-Level Priority implies that there is a low-level need for further professional development with LoTi Digital-Age Priority Area #2, Digital-Age Learning Experiences and Assessments. It is recommended that staff development planners concentrate on other professional development opportunities for staff that do not address student-based learning strategies.
  • Mid-level Priority
    A Mid-Level Priority implies that there is a mid-level need for further professional development with LoTi Digital-Age Priority Area #2, Digital-Age Learning Experiences and Assessments. Even though this skillset is not a high priority, it is still recommended that staff development planners consider professional development interventions and/or mentoring opportunities for staff that will help them further improve their confidence and competence with student-based learning strategies.
  • High-level Priority
    A High-Level Priority implies that there is a high-level need for further professional development with DETAILS Skillset #2, Student Influences on Current Instructional Practices. Student Influences on Current Instructional Practices currently represents a high priority for your organization. It is recommended that staff development planners actively seek professional development interventions and/or mentoring opportunities immediately for staff that will help them further improve their confidence and competence with student-based learning strategies.
• LoTi Digital-Age Priority Area #1: Digital-Age Learning Experiences and Assessments
  LoTi Digital-Age Priority Area #1: Digital-Age Learning Experiences and Assessments describes the need for implementing technology-enriched projects that involve one of more complex thinking skills in either the projects "process" or the final "product." Complex thinking skills include problem-solving, decision-making, creative problem-solving, reasoning, investigation, experimental inquiry, and reflective thinking.
  • 21st Century Skills Alignment
    Thinking and Problem-Solving Skills
  • Low-level Priority
    A Low-Level Priority implies that there is a low-level need for further professional development with LoTi Digital-Age Priority Area #1, Digital-Age Learning Experiences and Assessments. It is recommended that staff development planners concentrate on other professional development opportunities for staff that do not address complex thinking skill strategies.
  • Mid-level Priority
    A Mid-Level Priority implies that there is a mid-level need for further professional development with LoTi Digital-Age Priority Area #1, Digital-Age Learning Experiences and Assessments. Even though this skillset is not a high priority, it is still recommended that staff development planners consider professional development interventions and/or mentoring opportunities that will help staff further improve their confidence and competence with complex thinking skill strategies.
  • High-level Priority
    A High-Level Priority implies that there is a high-level need for further professional development with LoTi Digital-Age Priority Area #1, Digital-Age Learning Experiences and Assessments. Using Technology for Complex Thinking Projects currently represents a high priority for your organization. It is recommended that staff development planners actively seek professional development interventions and/or mentoring opportunities for staff immediately that will help them further improve their confidence and competence with complex thinking skill strategies.
• LoTi Digital-Age Priority Area #5: Digital Citizenship and Responsibility
  LoTi Digital-Age Priority Area #5: Digital Citizenship and Responsibility represents a participants need for additional resources (e.g., software applications, websites, productivity tools, hardware, peripherals) and/or assistance (e.g., working with a peer coach/mentor) to employ technology successfully as part of their classroom instructional practices.
  • 21st Century Skills Alignment
    Information and Communication Skills
  • Low-level Priority
    A Low-Level Priority implies that there is a low-level need for further professional development with LoTi Digital-Age Priority Area #5, Digital Citizenship and Responsibility. It is recommended that staff development planners concentrate on other professional development opportunities for staff that do not address the need for more technology resources or assistance.
  • Mid-level Priority
    A Mid-Level Priority implies that there is a mid-level need for further professional development with LoTi Digital-Age Priority Area #5, Digital Citizenship and Responsibility. Even though this skillset is not a high priority, it is still recommended that staff development planners consult with a district or building technology representative or media specialist who can help staff locate additional technology resources or provide them with a potential mentoring partnership.
  • High-level Priority
    A High-Level Priority implies that there is a high-level need for further professional development with LoTi Digital-Age Priority Area #5, Digital Citizenship and Responsibility. Locating Resources and/or Assistance to Increase Existing Classroom Technology Use currently represents a high priority for your organization. It is recommended that staff development planners actively consult with a district or building technology representative or media specialist who can help staff locate additional technology resources or provide them with a potential mentoring partnership.
• LoTi Digital-Age Priority Area #4: Professional Growth and Leadership
  LoTi Digital-Age Priority Area #4: Professional Growth and Leadership involves overcoming barriers that prevent individuals from using technology in their classroom. Some of these barriers include (1) lack of hardware/software, (2) high-stakes testing, (3) lack of training, and/or (4) lack of support.
  • 21st Century Skills Alignment
    Information and Communication Technology (ICT) Literacy
  • Low-level Priority
    A Low-Level Priority implies that there is a low-level need for further professional development with LoTi Digital-Age Priority Area #4, Professional Growth and Leadership. Your staffs aggregate LoTi Digital-Age Survey data suggests that your staff is already using technology for instructional purposes. It is recommended that staff development planners concentrate on other professional development opportunities for staff that extend beyond initial technology use in the classroom.
  • Mid-level Priority
    A Mid-Level Priority implies that there is a mid-level need for further professional development with LoTi Digital-Age Priority Area #4, Professional Growth and Leadership. Even though this skillset is not a high priority, it is still recommended that staff development planners investigate any professional development and/or mentoring opportunities that will help staff become comfortable and confident with implementing digital technologies in the classroom.
  • High-level Priority
    A High-Level Priority implies that there is a high-level need for further professional development with LoTi Digital-Age Priority Area #4, Professional Growth and Leadership. Overcoming Challenges to Beginning Classroom Technology Use currently represents a high priority for your organization. It is recommended that staff development planners investigate any professional development and/or mentoring opportunities that will help staff become comfortable and confident with implementing digital technologies in the classroom.