What's Your LoTi Level?

Photo courtesy of Scientific American

Wondering what these kids are playing with? It's called the Classmate netbook PC.

It is a new piece of technology being used in classrooms to enhance learning. Which brings me to this post's topic: LoTi.

LoTi stands for Levels of Technology Implementation.

There are six levels in which technology may be implemented in a classroom.

Level 0: Nonuse - Essentially technology is not being used in this instance.

Level 1: Awareness - This level consists of only the teacher using the classroom computer.

Level 2: Exploration - This level is teacher-centered, and only uses lower order thinking skills. Technology in this level is used for students to conduct research reports.

Level 3: Infusion - This level is still teacher-centered, however, it requires higher order thinking skills. Students use tools such as concept maps, graphs, databases, etc.

Level 4: Integration - This level is student-centered, and has the student use the technology in relevant ways which they can relate to the real world.

Level 5: Expansion - This is student-centered and connects students to the real world. It also requires students to problem solve by connecting and communicating outside the classroom.

Level 6: Refinement - This level requires everything from level 5, however, in this level there is no distinction between technology and instruction. Technology is constantly available and used in the classroom.

In many of the classrooms I have worked in as a sub, I have to say that many of them range from level 3 to level 5. No classroom, at least that I have seen, is working with technology that is required in level 6.

I think as future educators,our goal should be to begin reaching that top level of technology use. I don't think level 6 is appropriate for all learners and all lessons, but that doesn't mean it should not be used at all.

I have no doubt that today's students would be comfortable working with all of the new technology available.

Now, it's time for schools and teachers to familiarize themselves with the tools necessary to catch up to the skills of their students, and begin incorporating technology more.

WDYDWYD?

Why do you do what you do?

That was one of the questions we needed to ask ourselves this past week.

For me, I do what I do because because of this...



I used this picture of my cousin which was taken after she received her "Terrific Kid Award" in her 1st grade class this past school year.

My cousin was placed on the Autism Spectrum when she was 18 months old. Through early intervention and the work of her general education and special education teacher, she has blossomed into an excellent student.

She has overcome a lot in her short life, and while her parents deserve a lot of credit, I do believe a big reason for her success are her teachers also.

First Time for Everything

This week marked the first time I have participated in an online course. I was a little intimidated going into it, but after we began, I realized I was actually pretty comfortable with it all.

The reason for this...Curricular Planning.

Having experienced Moodle, Elluminate Live, and of course blogging last semester with Dr. S. in Curricular Planning, I discovered this online class wouldn't be nearly as bad as I had thought.

The class met as whole group on Thursday evening. It seemed to go well, except there were a few microphone issues.

Prior to this meeting, however, I had been meeting online with my group, the Tech Quad.

We met three nights this first week through G-Talk and Google Docs. This was the first time I had ever worked with a group collaboratively using either tools.

It is so easy to use and you can edit power points and other documents together. It was also helpful when someone in the group didn't understand how to do something, you could just connect through a web cam and actually tell them how to do it, rather than just type it in and hope they understand.

It's Time To Say Goodbye

Well we have finally arrived. The end of the course.

At the beginning I thought, "What have I gotten myself into?"

Now that we are at the end, I am happy to say that I wouldn't have changed any of it.

Yes, there was a lot of work. And yes, there were a lot of sleepless nights because of all the work.

All of that work, however, made me better.

I have more confidence than ever that I will be a successful teacher some day, and I have the work to prove it.

I have to be honest, I'm pretty proud of my unit plan.

Never would I have ever thought to do something of that magnitude on the Internet. Before this class I couldn't even tell you what a wiki was.

Blogging turned out to also be an enjoyable assignment.

As a past journalist, I used to be against blogging. I thought it was pointless, and just an outlet for people to ramble about their thoughts.

Well after having to blog for this course, I must admit, I now enjoy rambling about my thoughts.

It is an easy and fun way to reflect on what I learned, and share anything new I may discover in the world of education.

In the beginning of the course everyone I talked to that had taken this course with Dr. S in previous semesters said it would be overwhelming at first, but in the end you will see everything come together and make sense.

They were right.

Fieldwork - Assessment

During my observation, there was a lot of test prep going on.

The state ELA and math tests were coming up in a month, so students were being prepped repeatedly for these exams.

Fridays are review days in the 5th grade class I observed. The only day of the week, specifically designated as a day to "teach to the test."

For example, on the state ELA test, students are allowed to use a highlighter. Due to this, the teacher did a whole theme on highlighting during a social studies unit. She taught them how to highlight without highlighting the whole page or simply using the highlighter to draw.

The teacher goes over test-taking strategies, which were established by both her and the students.

Prior to taking a practice test, the students first had to share useful test-taking strategies.

While the students take this practice test, the teacher walks around the room and observes. The practice test is also timed out the way the actual state test is.

After a section of the test was completed, the teacher would read off the answers. If a student answered a question incorrectly, they would have to say where they went wrong.

The teacher has students do this self-assessment when going over homework answers as well.

She believes if the students can find where they went wrong, they can fix the problem on their own.

Fieldwork - Models of Instruction

During the days of my observations, there was little direct instruction.

Direct instruction would take place the beginning of math lessons, lasting only a few minutes. There was some direct instruction during ELA.

During lessons, there was quite a bit of social and interactive work by the students.

Students work collaboratively on certain assignments, but even when collaboration was not required, students were allowed to socialize and share their work.

During direct instruction, the students attention was generally directed toward the teacher. There were a few students who would talk while she was talking.

When other students were asking questions, the class became noticeably noisier.

The teacher quickly gains everyone's attention again and gets the students back on task.

Whenever a students needs help with something, some students raise their hands, while others just call out the teachers name.

The teacher made it known that she cannot stand when students call out her name.

She constantly lectures them on sitting quietly and raising their hands.

When seat work has been completed, students are well aware as to what they can do next.

A list hangs on the wall in the classroom giving students different options.

These options include finishing any owed work, reading a book, write a story/do a journal entry, study notes, practice math problems, or do reading BINGO.

Some students opt to read a book, however, many just talk to their neighbors or anyone else that sits in their group.

This was a VERY chatty class.

When students are speaking in front of the class, for the most part it is done clearly and loudly.

There are one or two who speak very softly or mumble.

As for the teacher, she speaks loudly and with clarity. It did not appear that, at any point during my observations, students may have had a hard time hearing or understanding her.

Fieldwork - Planning/Implementing Lessons

When it comes to planning instruction, the district where I observed simplifies the process with its scope and sequence.

The scope is based on NYS standards.

When writing out daily lesson plans, the teacher must write an objective, sentence or two describing the activity, and what the assessment will be.

Plans must be written for every subject and are handed in to the principal weekly.

As for unit plans, they are subject-oriented due to the state tests.

Science and social studies units are based on the districts scope and sequence. Math is as well.

ELA units are based on what the students need. This includes writing, word study, spelling, etc.

After going through all of the planning of units and lessons, the teacher must then implement these lessons.

The teacher I observed said that she does not even look at her lesson plans after she writes them.

She prepares herself for what she will be teaching ahead of time. It also does not hurt that she has been teaching for a few years now.

The teacher I observed tries to incorporate different subjects into lessons also.

During a math lesson, are was incorporated when students were asked to draw a picture showing translation, reflection, and rotation. Students then had to write a story to go along with their drawing using math vocabulary.

Another example was in science. Students were working on a compare/contrast essay, therefore incorporating ELA into science instruction.