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LoTi In technology education, as the technology grows and becomes more complex and useful, so must the training and education that goes with learning it. In schools that utilize technology, teachers must be properly trained as well as interested in the technology that they are to utilize. However, this requires the participants to already have a fair background in material relevant to the technology, the ability to make connections with the technology and the curriculum, and the desire to implement the technology properly after being trained (Moersch 40). Oftentimes computer useage in classrooms and schools can be characterized as removed from the intent of the curriculum, or not serving to promote growth, but just to sustain current curricula (Moersch 40). The Levels of Information Technology model, or LoTi, grew out of the research of David Dywer with Apple Classrooms of Tomorrow and the Concerns Based Adoption Model and is a framework that was created to first identify the level at which an instructor implements technology, from level 0-6 (Moersh 20). The levels are: Level 0 – Nonuse; Level 1 – Awareness; Level 2 – Exploration; Level 3 – Infusion; Level 4 – Integration; Level 5 – Expansion; Level 6 – Refinement. Once the level is identified, the LoTi group seeks to help the instructor move to the next level. The ultimate goal of the LoTi model is to allow the instructor to eventually achieve “concept/process-based instruction, authentic uses of technology, and qualitative assessment” (Moersch 41). Gradually, as the teacher progresses, instruction changes from teacher- to learner-centered, traditional activities and assessment is gradually replaced by authentic tasks and multi-faceted evaluation assignments, such as portfolios and peer reviews.

projector).  ||   teacher’s instructional program.   ||   of the pertinent concepts, themes, and processes. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processors) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.   ||   applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle via the Internet), research institutions, and universities to expand student experiences directed at problem solving, issues resolution, and student activism surrounding a major theme/concept.  ||   product development. Students have ready access to and a complete understanding of a vast array of technology-based tools.   ||
 * ** Level ** ||  **  Category  **  ||  **  Description  **  ||
 * 0  ||   Nonuse   ||   A perceived lack of access to technology-based tools or a lack of time to pursue electronic technology implementation. Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead
 * 1  ||   Awareness   ||   The use of computers is generally one step removed from the classroom teacher (e.g., integrated learning system labs, special computer-based pullout programs, computer literacy classes, central word processing labs). Computer-based applications have little or no relevance to the individual
 * 2  ||   Exploration   ||   Technology-based tools serve as a supplement to existing instructional program (e.g., tutorials, educational games, simulations). The electronic technology is employed either as extension activities or as enrichment exercises to the instructional program.   ||
 * 3  ||   Infusion   ||   Technology-based tools, including databases, spreadsheets, graphing packages, probes, calculators, multimedia applications, desktop publishing applications, and telecommunications applications, augment isolated instructional events (e.g., a science-kit experiment using spreadsheets/graphs to analyze results or a telecommunications activity involving data-sharing among schools).   ||
 * 4  ||   Integration   ||   Technology-based tools are integrated in a manner that provides a rich context for students’ understanding
 * 5  ||   Expansion   ||   Technology access is extended beyond the classroom. Classroom teachers actively elicit technology
 * 6  ||   Refinement   ||   Technology is perceived as a process, product (e.g., invention, patent, new software design), and tool to help students solve authentic problems related to an identified real-world problem or issue. Technology, in this context, provides a seamless medium for information queries, problem solving, and/or

In 2009, the LoTi system was updated, to account for the changes that occurred in the educational technology and curriculum world.