The LoTi Connection. LOGIN to LoTi Lounge LoTi Help Desk Contact FAQ Search 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. At a Level 0 (Non-Use), the instructional focus can range anywhere from a traditional direct instruction approach to a collaborative student-centered learning environment. Measuring Knowledge Of Technology Usage And Stages Of Concern About Computing: A Study Of Middle School Teachers. This study examined middle school teachers' concerns, knowledge, and use of technology in teaching, and how these related to their school's level of technology integration. The Computing Concerns Questionnaire (SoCC) (Martin, 1989) and the Teaching with Technology Instrument (TTI) (Atkins, Frink, & Viersen, 1995) were administered to teachers at three schools (N = 155).
Results revealed significant ([alpha] = .05) relationships between SoCC and: TTI, computer confidence, and hours of technology training. TTI was significantly ([alpha] = .05) related to: computer confidence, home and school access to computers, hours of technology training, and age. Schools with higher levels of technology integration had significantly higher mean TTI scores. By better assessing the types of technology training that teachers need, instruments like the TTI are useful to schools in planning more effective technology staff development. Teachers' Use of Technology in Instruction. Oversold and underused: computers in ... Becker, h. (1994). analysis and trends of school use of new information technologies. Sivin-Kachala, J. (1998). Report on the effectiveness of technology in schools, 1990–1997. Washington, DC: Software Publisher’s Association.
Berg, s., benz, lasley & raisch (1998). exemplary technology use in elementary classrooms. Teaching Preservice Teachers To Use Technology in the Classroom. Teachers and machines: the classroom ... Technology in Education. Welcome to New Horizons for Learning - a leading web resource for identifying and communicating successful strategies for educational practice. The Johns Hopkins School of Education does not vet or endorse any information contained on the New Horizons website. Information posted on New Horizons prior to January 1, 2014 can be repurposed as long as the repurposing party provides attribution to the original author of the material being used.
Information posted on New Horizons after January 1, 2014 is considered open access information and can be repurposed without attribution to the original author. In all cases, attribution should be given to the New Horizons website. For questions, contact soe.externalaffairs@jhu.edu. New! Vol.X No. 2, Special Edition: Focus on Autism Vol. It's Here! We just launched an exciting initiative to provide educators with an efficient technology resource database that is teacher-tested.
Vision Click here to see our complete vision. Archives. Computers & Education : Technology uses and student achievement: A longitudinal study. Abstract Based on data collected from a middle school, this study investigates how the quantity and quality of technology use affect student learning outcomes. Specifically, this study examines how technologies are used by students, what technology uses are popular among students, and what technology uses are effective for increasing student academic achievement.
Results suggest that the quantity of technology use alone is not critical to student learning. “How much” matters when “how” is identified. Moreover, when the quality of technology use is not ensured, more time on computers may cause more harm than benefit. With students’ change in GPA as an indicator, technology uses that had positive impact on students were those related to specific subject areas and focused on student construction. Keywords Media in education; Secondary education; Interactive learning environments; Teaching/learning strategies Copyright © 2005 Elsevier Ltd. Zhao, Y., Lei, J., Yan, B., Tan, S.
& Lai, C. No Access. Paper ID 20005 Subscription required for full-text access Purchase individual articles and papers Receive full-text access to individual articles for $9.95 USD each. Subscribe for faster access! Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year). Already have access? Individual Subscription If you have an individual subscription, sign in here for access Institutional Subscription You don't appear to be accessing the site through a subscribing institution (your IP address is 198.27.81.81). If your university, college, or library subscribes to EdITLib, you may be able access full text articles through a login page. You can search for your instition by name or by location. Login via Institution Preview Author Yali Zhao, Georgia State University, United States Abstract This qualitative research investigated the perspectives and experiences of 17 social studies teachers following technology integration training.
Citation Zhao, Y. (2007). Assessing Technology Integration: The RAT – Replacement, Amplification, and Transformation - Framework. Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA Abstract This brief paper will introduce an assessment framework, called RAT – Replacement, Amplification, and Transformation, that can be used with preservice and inservice teachers to increase critical decision-making concerning integration of technology into the K-12 classroom. We are currently refining this framework through (a) expanding our literature review to refine conceptual and theoretical categories, (b) subsequently applying the framework to videotaped technology-supported classroom lessons, and (c) working with practicing teachers interested in learning self-assessment techniques to improve their technology integration decision-making.
Citation Hughes, J., Thomas, R. & Scharber, C. (2006). OpenURL Keywords. Learning from Case Studies of Technology Integration. Adams, S. T. (2005). A strategy for technology training as part of a Master's program conducted at a school site. Journal of Technology and Teacher Education, 13(3), 493-514. The author discusses a field-based approach for training in-service elementary teachers to use technology. The strategy involved a technology course taken by a cohort of in-service teachers in an on-site M.A. program in curriculum and instruction. Courses of the program and technology training occurred at the elementary school where the in-service teachers worked. Most participants entered the course with proficient introductory technology skills, but finished the course reporting intermediate to advanced proficiency levels. Bauer, J. & Kenton, J. (2005). Authors examined the classroom practice of 30 "tech-savvy" teachers who used computer technology in their instruction, how much they used it, the obstacles they had to overcome to succeed in its use, and their general issues and concerns regarding technology.
Large-scale research study on technology in K-12 schools: Technology integration as it relates to the national technology standards. Fulltext.pdf (application/pdf Object) Although teachers today recognize the importance of integrating technology into their curricula, efforts are often limited by both external (first-order) and internal (second-order) barriers. Traditionally, technology training, for both preservice and inservice teachers, has focused on helping teachers overcome first-order barriers (e.g., acquiring technical skills needed to operate a computer). More recently, training programs have incorporated pedagogical models of technology use as one means of addressing second-order barriers.
However, little discussion has occurred that clarifies the relationship between these different types of barriers or that delineates effective strategies for addressing different barriers. If pre- and inservice teachers are to become effective users of technology, they will need practical strategies for dealing with the different types of barriers they will face. Educational Technology Research and Development, Volume 47, Number 4. High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox — Am Educ Res J. Abstract Most policy makers, corporate executives, practitioners, and parents assume that wiring schools, buying hardware and software, and distributing the equipment throughout will lead to abundant classroom use by teachers and students and improved teaching and learning.
This article examines these assumptions in two high schools located in the heart of technological progress, Northern California’s Silicon Valley. Our qualitative methodology included interviews with teachers, students, and administrators, classroom observations, review of school documents, and surveys of both teachers and students in the two high schools. We found that access to equipment and software seldom led to widespread teacher and student use. Most teachers were occasional users or nonusers. When they used computers for classroom work, more often than not their use sustained rather than altered existing patterns of teaching practice. Article Notes.