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LoTi Level |
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| LoTi
Level |
Description |
# Participants |
% Participants |
Level
0 |
There
is no visible evidence of computer access or instructional use of
computers in the classroom. |
6
|
3%
|
Level
1 |
Available
classroom computer(s) are used primarily for teacher productivity (e.g.,
email, word processing, grading programs). |
82
|
46%
|
Level
2 |
Student
technology projects (e.g., designing web pages, research via the internet,
creating multimedia presentations) focus on the content under
investigation. |
57
|
32%
|
Level
3 |
Tool-based
applications (e.g., graphing, concept-mapping) are primarily used by
students for analyzing data, making inferences, and drawing conclusions. |
21
|
12%
|
Level
4a |
The
use of outside resources and/or interventions aid the teacher in
developing challenging learning experiences using available classroom
computers. |
9
|
5%
|
Level
4b |
Teachers
can readily design learning experiences with no outside assistance that
empower students to identify and solve authentic problems using
technology. |
3
|
2%
|
Level
5 |
Teachers
actively elicit technology from outside entities to expand student
experiences directed at problem-solving, issues resolution, and student
action. |
1
|
1%
|
Level
6 |
Computers
provide a seamless and almost transparent medium for information queries,
problem-solving, and/or product development. |
0
|
0%
|
| Access
to Computers |
Percent
of participants indicating they HAVE access to computers for instructional
purposes. |
177
|
99%
|
| Target
Technology Level |
Participants
indicating they implement technology in their respective classrooms at the
Target Technology Level (LoTi Level 4b) or above. |
4
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2%
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Classroom Instructional Practices |
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| CIP
Intensity Level |
Description |
Level
0 |
Indicates
that one or more questionnaire statements were not applicable to the
participant's current instructional practices. |
Level
1 |
The
participant's current instructional practices align exclusively with a
subject-matter based approach to teaching and learning. Teaching
strategies tend to lean toward lectures and/or teacher-led presentations.
The use of curriculum materials aligned to specific content standards
serves as the focus for student learning. Learning activities tend to be
sequential and uniform for all students. Evaluation techniques focus on
traditional measures such as essays, quizzes, short-answers, or true-false
questions. Student projects tend to be teacher-directed in terms of
identifying project outcomes as well as requirements for project
completion. |
Level
2 |
The
participant supports instructional practices consistent with a
subject-matter based approach to teaching and learning, but not at the
same level of intensity or commitment. Teaching strategies tend to lean
toward lectures and/or teacher-led presentations. The use of curriculum
materials aligned to specific content standards serves as the focus for
student learning. Learning activities tend to be sequential and uniform
for all students. Evaluation techniques focus on traditional measures such
as essays, quizzes, short-answers, or true-false questions. Student
projects tend to be teacher-directed in terms of identifying project
outcomes as well as requirements for project completion. |
Level
3 |
The
participant supports instructional practices aligned somewhat with a
subject-matter based approach to teaching and learning--an approach
characterized by sequential and uniform learning activities for all
students, teacher-directed presentations, and/or the use of traditional
evaluation techniques. However, the participant may also support the use
of student-directed projects that provide opportunities for students to
determine the "look and feel" of a final product based on
specific content standards. |
Level
4 |
The
participant may feel comfortable supporting or implementing either a
subject-matter or learning-based approach to instruction based on the
content being addressed. In a subject-matter based approach, learning
activities tend to be sequential, student projects tend to be uniform for
all students, the use of lectures and/or teacher-directed presentations
are the norm as well as traditional evaluation strategies. In a
learner-based approach, learning activities are diversified and based
mostly on student questions, the teacher serves more as a co-learner or
facilitator in the classroom, student projects are primarily
student-directed, and the use of alternative assessment strategies
including performance-based assessments, peer reviews, and student
reflections are the norm. |
Level
5 |
The
participant's instructional practices tend to lean more toward a
learner-based approach. The essential content embedded in the standards
emerges based on students "need to know" as they attempt to
research and solve issues of importance to them using critical thinking
and problem-solving skills. The types of learning activities and teaching
strategies used in the learning environment are diversified and driven by
student questions. Both students and teachers are involved in devising
appropriate assessment instruments (e.g., performance-based, journals,
peer reviews, self-reflections) by which student performance will be
assessed. However, the use of teacher-directed activities (e.g., lectures,
presentations, teacher-directed projects) may surface based on the nature
of the content being addressed and at the desired level of student
cognition. |
Level
6 |
The
participant supports instructional practices consistent with a
learner-based approach, but not at the same level of intensity or
commitment as Level 7. The essential content embedded in the standards
emerges based on students "need to know" as they attempt to
research and solve issues of importance to them using critical thinking
and problem-solving skills. The types of learning activities and teaching
strategies used in the learning environment are diversified and driven by
student questions. Students, teacher/facilitators, and occasionally
parents are all involved in devising appropriate assessment instruments
(e.g., performance-based, journals, peer reviews, self-reflections) by
which student performance will be assessed. |
Level
7 |
The
participant's current instructional practices align exclusively with a
learner-based approach to teaching and learning. The essential content
embedded in the standards emerges based on students "need to
know" as they attempt to research and solve issues of importance to
them using critical thinking and problem-solving skills. The types of
learning activities and teaching strategies used in the learning
environment are diversified and driven by student questions. Students,
teacher/facilitators, and occasionally parents are all involved in
devising appropriate assessment instruments (e.g., performance-based,
journals, peer reviews, self-reflections) by which student performance
will be assessed. |
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Personal Computer Use |
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| PCU
Intensity Level |
Description |
Level
0 |
Indicates
that the participant does not feel comfortable or have the skill level to
use computers for personal use. Participants at Intensity Level 0 rely
more on the use of overhead projectors, chalkboards, and/or traditional
paper/pencil activities than using computers for conveying information or
classroom management tasks. |
Level
1 |
Indicates
that the participant demonstrates little skill level with using computers
for personal use. Participants at Intensity Level 1 may have a general
awareness of various technology-related tools such as word processors,
spreadsheets, or the internet, but generally are not using them. |
Level
2 |
Indicates
that the participant demonstrates little to moderate skill level with
using computers for personal use. Participants at Intensity Level 2 may
occasionally browse the internet, use email, or use a word processor
program; yet, may not have the confidence or feel comfortable
troubleshooting simple "technology" problems or glitches as they
arise. At school, their use of computers may be limited to a grade book or
attendance program. |
Level
3 |
Indicates
that the participant demonstrates moderate skill level with using
computers for personal use. Participants at Intensity Level 3 may begin to
become "regular" users of selected applications such as internet
browsers, email, or a word processor program. They may also feel
comfortable troubleshooting simple "technology" problems such as
rebooting a machine or hitting the "Back" button on an internet
browser, but mostly rely on technology support staff or others to assist
them with any troubleshooting issues. |
Level
4 |
indicates
that the participant demonstrates moderate to high skill level with using
computers for personal use. Participants at Intensity Level 4 commonly use
a broader range of software applications including multimedia (e.g.,
Microsoft Powerpoint), spreadsheets, and simple database applications.
They typically have the confidence and are able to troubleshoot simple
hardware, software, and/or peripheral problems without assistance from
technology support staff. |
Level
5 |
Indicates
that the participant demonstrates high skill level with using computers
for personal use. Participants at Intensity Level 5 are commonly able to
use the computer to create their own web pages, produce sophisticated
multimedia products, and/or effortlessly use common productivity
applications (e.g., Microsoft Excel, FileMaker Pro), desktop publishing
software, and web-based tools. They are also able to confidently
troubleshoot most hardware, software, and/or peripheral problems without
assistance from technology support staff. |
Level
6 |
Indicates
that the participant demonstrates high to extremely high skill level with
using computers for personal use. Participants at Intensity Level 6 are
sophisticated in the use of most, if not all, multimedia, productivity,
desktop publishing, and web-based applications. They typically serve as
"troubleshooters" for others in need of assistance and sometimes
seek certification for achieving selected technology-related skills. |
Level
7 |
Indicates
that the participant demonstrates extremely high skill level with using
computers for personal use. Participants at Intensity Level 7 are expert
computer users, troubleshooters, and/or technology mentors. They typically
are involved in training others on any technology-related tasks and are
usually involved in selected support groups from around the world that
allow them access to answers for all technology-based inquiries they may
have. |
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Staff Development Needs |
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