Levels of Technology Implementation LoTi

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Levels of Technology Implementation (LoTi)
Understanding by Design (UbD)

• Connecting Curricula and Technology in a
  Meaningful Way!

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Levels of Technology Implementation - Agenda

• Evidence of Change
• Technology
• LoTi visited
• Break
• Assigning LoTi Levels - Manatees
• Web Exploration
• Blooms Taxonomy
• Web Exploration
• Extras
• Wrap-up
• Path Forward

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Whats Changin?
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Our Students Today.

• Have never owned a record player
• Bottle caps have not only always been screw off,
  but have always been plastic they have no idea
  what a pull-top can looks like

• They have always had cable
• There have always been VCRs, but they have no
  idea what BETA is
• There has always been MTV

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Our Students Today.

• Kansas, Chicago, Boston, and Alabama are places,
  not groups
• The Tonight Show has always been with Jay Leno

• They dont know who Mork is and where he was from
• Popcorn has always been cooked in the microwave
• Roller skating has always meant inline for them

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3 Themes of the New Generation Gap

• The older generations are uneasy about new
  technology---which kids are embracing
• Older generations tend to be uneasy about new
  media---which are coming into the heart of youth
  culture
• The digital revolution, unlike previous ones, is
  not controlled by only adults

Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.
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8 Shifts of Interactive Learning

• From linear to hypermedia learning
• From instruction to construction and discovery
• From teacher-centered to learner centered
  education
• From absorbing material to learning how to
  navigate and how to learn
• From school to life-long learning
• From one-size-fits-all to customized learning
• From learning as a torture to learning as fun
• From the teacher as transmitter to the teacher as
  facilitator and coach

Tapscott, Don. Growing Up Digital The Rise of
the Net Generation. New York McGraw-Hill. 1998.
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What do students want?

• Programs that teach keyboarding, computer and
  Internet literacy skills
• Better availability of online information that is
  free and accessible without undue limitations on
  students freedom
• Educators to understand that the digital divide
  creates inequities among students

The Digital Disconnect, Pew Internet and American
Life Project 2002
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• WeSt Consortium Grant

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New Technology Purchases

• Delmar
• 5 Multimedia Projection System (MPS cart,
  computer, projector, document camera, Interwrite
  panel, scanner
• 7 laptops
• 4 T1 Graphing calculator Systems (includes
  student calculators overhead calculators)
• 8 SmartBoards
• 3 laser printers
• 2 sets of student response clickers
• 3 class sets of Palm handhelds (includes 30
  wireless handhelds, laptops, storage carts)
• 1 camcorder
• 20 CD recorders with headphones

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New Technology Purchases

• Laurel
• 16 Multimedia Projection System (MPS cart,
  computer, projector, document camera, Interwrite
  panel, scanner
• 1 T1 Graphing calculator Systems (includes
  student calculators overhead calculators)
• 1 class sets of Palm handhelds (includes 30
  wireless handhelds, laptops, storage carts)

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New Technology Purchases

• Seaford
• 15 Multimedia Projection System (MPS cart,
  computer, projector, document camera, Interwrite
  panel
• 16 wireless access points
• 3 class sets of Palm handhelds (includes 30
  wireless handhelds, laptops, storage carts)

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Existing Technology

• This is in addition to what you already have in
  you school
• Computer labs
• Wireless labs
• Classroom computers
• Multimedia Presentation Systems
• Software
• Handhelds
• Et cetera

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So.what does this mean to me?
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Levels of Technology Implementation (LoTi)
Breakdown

• Level 0 - Non-Use
• Level 1 Awareness
• Level 2 Exploration
• Level 3 Infusion
• Level 4a - Integration (Mechanical)
• Level 4b - Integration (Routine)
• Level 5 Expansion
• Level 6 - Refinement

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Disclaimer

• All LoTi Levels are appropriate
• However, not all units/lessons should be lower
  level
• Technology can be embedded throughout your UbD
  unit

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LoTi Level 0

• Lack of access or non-use

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LoTi Level 1

• Strictly teacher use
• Teacher may take students to lab
• Little or no links to curriculum

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LoTi Level 2

• Technology as a supplement
• The technology is employed either as extension
  activities, enrichment exercises
• Technology-based tools and generally reinforces
  lower level activities

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LoTi Level 3

• Technology tools are integrated into activities
  that reflect analysis, synthesis, and evaluation
  levels
• problem-solving
• decision-making
• reflective thinking
• experimentation
• scientific inquiry

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LoTi Level 4a

• Technology-based tools are integrated in a manner
  that provides rich context for students'
  understanding of the pertinent concepts, themes,
  and processes
• Technology is perceived as a tool to identify and
  solve authentic problems as perceived by students
• Emphasis on student action and resolving issues

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LoTi Level 4b

• Technology-based tools are integrated in a
  routine manner that provides rich context for
  students' understanding of the pertinent
  instructional concepts, themes, and processes.
• Teachers can readily design and implement
  learning experiences (e.g., units of instruction)
  that empower students to identify and solve
  authentic problems (e.g., multimedia
  applications, internet, databases, spreadsheets,
  word processing) with little or no outside
  assistance.

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LoTi Level 5

• 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.

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LoTi Level 6

• 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.

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Lower order thinking...
Higher order thinking...
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What we know about learners

• We know that learning happens best when a
  learning experience pushes the learner a bit
  beyond her independence level (Howard 1994,
  Vygotsky 1966).

• We know that motivation to learn increases when
  we feel a kinship with, interest in, or passion
  for what we are attempting to learn (Piaget,
  1978).

Authentic
LoTi Levels 4-6
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• 8 minute break

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Assigning LoTi Levels The Manatees
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Web Exploration

• www.seaford.k12.de.us/it/west/westweb.htm
• Look for web resources that compliment and
  enhance your unit.
• Keep in mind LoTi as you find sites.
• Copy and paste URLs as needed to your UbD
  template

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Winners of the worst analogies, high school
essay contest

• Her vocabulary was as bad as, like, whatever.
  (unknown)
• Her date was pleasant enough, but she knew if her
  life was a movie this guy would be buried in the
  credits as something like Second Tall Man.
  (Russell Beland, Springfield)

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Winners of the worst analogies, high school
essay contest

• McBride fell 12 stories, hitting the pavement
  like a Hefty bag filled with vegetable soup.
  (Paul Sabourin, Silver Spring)
• He was as tall as a six-foot three-inch tree.
  (Jack Bross, Chevy Chase)

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Winners of the worst analogies, high school
essay contest

• He spoke with the wisdom that can only come from
  experience, like the guy who went blind because
  he looked at a solar eclipse without one of those
  boxes with a pinhole in it and now goes around
  the country speaking at high schools about the
  dangers of looking at a solar eclipse without one
  of those boxes with a pinhole in it. (Joseph
  Romm, Washington)

www.jasonohler.com/resources/educ-wisdom.cfm
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Blooms Taxonomy
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Blooms Taxonomy

• Knowledge arrange, define, duplicate, label,
  list, memorize, name, order, recognize, relate,
  recall, repeat, reproduce, state
• Comprehension classify, describe, discuss,
  explain, express, identify, indicate, locate,
  recognize, report, restate, review, select,
  translate
• Application apply, choose, demonstrate,
  dramatize, employ, illustrate, interpret,
  operate, practice, schedule, sketch, solve, use,
  write
• Analysis analyze, appraise, calculate,
  categorize, compare, contrast, criticize,
  differentiate, discriminate, distinguish,
  examine, experiment, question, test
• Synthesis arrange, assemble, collect, compose,
  construct, create, design, develop, formulate,
  manage, organize, plan, prepare, propose, set up,
  write
• Evaluation appraise, argue, assess, attach,
  choose, compare, defend, estimate, judge,
  predict, rate, score, select, support, value,
  evaluate

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Blooms Taxonomy Exercise
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• More Web Exploration..
• www.seaford.k12.de.us/it/west/westweb.htm
• Share what you are finding.

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Tips

• Negotiate rubrics!
• Let the students uncover, then you cover
• Allow student responses to drive lessons, shift
  instructional strategies and alter content
  Upward Learning
• Eliminate fear of failing, yet challenge the
  learner Safe environment

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Tips

• C3B4Me
• Scaffolding
• Student teacher reflections - Blogging, Wikis
• Teacher your Students Blooms Taxonomy

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• Technology does not necessarily improve
  education. Take a simple innovation like the
  pencil One can use it to write a superlative
  essay, to drum away the time, or to poke out
  someones eye.

Shirley Veenema Howard Garner
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Student Feedback Sheet (cooperative groups)

• Today, the topic that we investigated.
• My teacher should give me 5 4 3 2 1 (circle
  one) bonus points today because
• One thing I learned from my partner (s) was
• It was really interesting to learn that
• The neatest thing I did today was
• One thing that I am still wondering about is
• A song that will remind me of today is________
  because .

Dr. Paul Vermette, Niagara University
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Tips for Technology Using Teachers

• Think differently step outside the box!
• Be kind to techies!
• Have a plan B, C, D.
• Dont be afraid of 7 year olds who know more than
  you do!
• Practice

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• Extras

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Visual Impact in the Digital World
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A Connection.

• Push me! See how far I go!
• Work me till I drop. Then pick me up.
• Open a door and make me run to it before it
  closes.
• Teach me so that I might learn, then let me enter
  the tunnel of experience alone.
• And when, near the end, I turn to see you
  beginning anothers journey,
• I shall smile.

How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
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We remember..
100
- 95 of what we teach someone
- 80 of what we experience personally
- 70 of what is discussed with others
- 50 of what we both see and hear
- 30 of what we see
- 20 of what we hear
- 10 of what we read
Glasser, 1990
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Readiness Grouping
Group 1 Students who are struggling with the
concept or skill

Group 2 Students with some understanding of the
skill or concept
Group 13 Students who understand the skill or
concept
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• Exit Cards Decimals Fractions
• Name ____________________ Date ________________
• How is a decimal like a fraction?
• How are they different?
• Whats a light bulb moment for you as you
  thought about fractions and decimals?

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Way Out Cards

• Cable I got it and my connection is
  blazing!
• DSL I get it for the most part, but I still
  havequestions (some downloads are slow).
• Dial-up I still dont get it (I cant
  connect)!

Or.Dip Stick Check full, half full, need
oilOr.Beaker Check full, half full,
emptyOr.create your own specific to your
content area
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Student Readiness
Knowledge Rating

• Never heard of before
• Heard of this, but unsure
• Know about this and how to use it

_____ Direct Noun _____ Direct object
pronoun _____ Indirect object _____ Indirect
object pronoun _____ Adjective _____ Add yours
here __________________________________
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3-2-1 Card
Name _______________________ Date
______________ 3 things I learned from the
friction lab. 2 questions I still have. 1
way I see friction working in the world around
me..
Tomlinson, Carol Ann. "A Look at Differentiation
at the Middle and High School Levels." Seaford
School District. , Seaford. April 2005.
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Menu Planner For ________________ Due
__________
All items in the main course and specified of
side dishes must be completed by the due date.
You may select among the side dishes and you may
decide to do some of the desserts as well.
Main Course (complete all)
1
2
Side dishes (select ____)
1
3
2
Desserts (optional)
3
1
2
3
How to Differentiate Instruction in Mixed-Ability
Classrooms, Carol Ann Tomlinson, 2001
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Directions Complete the chart to show what you
know about Jazz. Write as much as you can.
Jazz Music
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