Sunday October 26 , 2014

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LoTi® Framework

altThe Levels of Teaching Innovation (LoTi®) Framework was first conceptualized by Dr. Chris Moersch in 1994 as a research tool to assess authentic classroom technology use. Several iterations later, the original LoTi® Framework has transformed into a conceptual model to measure classroom teachers implementation of the tenets of digital-age literacy as manifested in the National Educational Technology Standards for Teachers (NETS-T). The LoTi® Framework focuses on the delicate balance between instruction, assessment, and the effective use of digital tools and resources to promote higher order thinking, engaged student learning, and authentic assessment practices in the classroom--all vital characteristics of 21st Century teaching and learning.

PDF: LoTi® Framework

  • Level 0 - Non-use
    At a Level 0 (Non-Use), the instructional setting—including the use of digital and/or environmental resources—does not support or promote purposeful learning aligned to academic standards/expectations.

  • Level 1 - Awareness
    At a Level 1 (Awareness), the instructional focus is exclusively direct instruction. Student learning focuses on lower levels of cognitive processing (e.g., Bloom Levels - remembering, understanding, applying; Webb’s Levels – recall & reproduction, working with skills & concepts). Digital and/or environmental resources are either (1) non-existent or (2) used by the classroom teacher to enhance teacher lectures or presentations (e.g., multimedia presentations).

  • Level 2 - Exploration
    At a Level 2 (Exploration) the instructional focus emphasizes content understanding and supports mastery learning and direct instruction. Student learning focuses on lower levels of cognitive processing (e.g., Bloom Levels - remembering, understanding, applying; Webb’s Levels – recall & reproduction, working with skills & concepts). Digital and/or environmental resources are used by students for extension activities, enrichment exercises, or information gathering assignments that reinforce lower cognitive skill development relating to the content under investigation.


  • Level 3 - Infusion
    At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (e.g., Bloom Levels – analyzing, evaluating, creating; Webb’s Levels – short-term strategic thinking) and teacher-directed problems. Though specific learning activities may lack authenticity, the instructional 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). The concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generated by students.

    Digital and/or environmental resources are used by students and/or the teacher to execute teacher-directed tasks that emphasize higher levels of student cognitive processing relating to the content under investigation.

  • Level 4a – Integration: Mechanical
    At a Level 4a (Integration: Mechanical) students are engaged in exploring real-world issues and solving authentic problems using the available digital and/or environmental resources; however, the teacher may experience classroom management (e.g., disciplinary problems) or school climate issues (lack of support from colleagues) that restrict full-scale integration. Heavy reliance is placed on prepackaged materials and/or outside resources (e.g., assistance from other colleagues) that aid the teacher in sustaining engaged student-directed learning. Emphasis is placed on the constructivist, problem-based models of teaching that require higher levels of student cognitive processing (e.g., Bloom Levels – analyzing, evaluating, creating; Webb’s Levels – short-term strategic thinking, extended strategic thinking) and in-depth examination of the content.

    Student use of digital and/or environmental resources is inherent and motivated by the drive to answer student-generated questions that dictate the content, process, and/or products embedded in the learning experience.

  • Level 4b – Integration: Routine
    At a Level 4b (Integration: Routine) students are fully engaged in exploring real-world issues and solving authentic problems using the available digital and/or environmental resources. The teacher is within his/her comfort level with promoting an inquiry-based model of teaching that involves students applying their learning to the real world (e.g., Webb’s Levels – extended strategic thinking). Emphasis is placed on learner-centered strategies and the constructivist, problem-based models of teaching that promote personal goal setting and self-monitoring, student action, and issues resolution.

    Students use of digital and/or environmental resources is inherent and motivated by the drive to answer student- generated questions that dictate the content, process, and products embedded in the learning experience.

  • Level 5 - Expansion
    At a Level 5 (Expansion), student collaborations extending beyond the classroom are employed for authentic problem-solving and issues resolution. Emphasis is placed on learner-centered strategies that promote personal goal setting and self-monitoring, student action, and collaborations with other groups (e.g., another school, different cultures, business establishments, governmental agencies).

    Student use of digital and/or environmental resources is inherent and motivated by the drive to answer student- generated questions that dictate the content, process, and products embedded in the learning experience. The complexity and sophistication of the digital and environmental resources and collaboration tools used are commensurate with (1) the inventiveness and spontaneity of the teacher’s experiential-based approach to teaching and learning and (2) the students’ level of complex thinking (e.g., problem-solving, decision-making, experimental inquiry) and in- depth understanding of the content experienced in the classroom.

  • Level 6 - Refinement
    At a Level 6 (Refinement), student collaborations extending beyond the classroom that promote authentic student problem-solving and issues resolution are the norm. The instructional curriculum is entirely learner-based involving the content, process, and product of instruction. The content emerges based on the needs of the learner according to his/her interests and/or aspirations and is supported by pervasive access to the most current digital resources.

    The pervasive use of and access to advanced digital resources provides a seamless medium for information queries, creative problem-solving, student reflection, and/or product development. Students have ready access to and a complete understanding of a vast array of collaboration tools and related resources to accomplish learning outcomes beyond conventional strategies.


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