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Finding the Missing Link to Effective Technology Use in Schools
Chris Moersch, Ed.D. Executive Director LoTi Connection, Inc. [email protected]
What is effective technology use?
Back in 2007 "Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions -- as accessible as all other classroom tools.” -- NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS, INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION
Digital Learning Today Effective digital learning is achieved when learning facilitated by technology gives students”… some element of control over time, place, path and/or pace.” -- Digital Learning Now!
Digital Learning Today Effective digital learning is achieved when learning facilitated by technology gives students”… some element of control over time, place, path and/or pace.” -- Digital Learning Now!
Digital
Tools
Digital Learning Today Effective digital learning is achieved when learning facilitated by technology gives students”… some element of control over time, place, path and/or pace.” -- Digital Learning Now!
Student Centered Learning
Student Questions
Digital Tools
Digital Learning Today Effective digital learning is achieved when learning facilitated by technology gives students”… some element of control over time, place, path and/or pace.” -- Digital Learning Now!
Student Centered Learning
Student Questions
Digital Tools
Networked Collaboration
Formative Assessment
Authentic Connections
Digital Learning Today Effective digital learning is achieved when learning facilitated by technology gives students”… some element of control over time, place, path and/or pace.” -- Digital Learning Now!
Student Centered Learning
Student Questions
Digital Tools
Horizontal Differentation
Vertical Differentiation
Networked Collaboration
Formative Assessment
Authentic Connections
Student Centered Learning
Student Questions
Digital Tools Horizontal Differentation
Vertical Differentiation
Networked Collaboration
Formative Assessment
Authentic Connections
Digital Age Best Practices
Formative Assessments
Student-generated Questions
Authentic Connections
Horizontal Differentiation
Vertical Differentiation
Digital-age Tools & Resources
Network Collaboration
Student-centered
Digital Age Best Practices
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Christopher M.MOERSCH
AchievementWith
Digital AgeBest Practices
Improving
How can we accurately measure Digital Learning?
LoTi Digital Age Survey: Multiple-Uses
Leading Research Metric for Digital Learning
350 Dissertations Published over 20 Years
Statewide Assessments for Literacy and Technology Grants
District One-to-One Initiatives, District Technology Grants,
Technology Plans
Level 0: Nonuse Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration Level 5: Expansion Level 6: Refinement
LoTi Framework
LoTi Framework
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
LoTi 0: Nonuse
√ Student learning is neither purposeful nor
standards-based
√ Digital resources are not used to support standards-
based learning.
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
• Problem-based
• Student-directed
• Practice-based
• Teacher-directed
LoTi 1 LoTi 2 LoTi 3
LoTi 1 LoTi 2 LoTi 3
LoTi 4 LoTi 5 LoTi 6
LoTi 4 LoTi 5 LoTi 6
Cognitive Complexity (High)
Cognitive Complexity (Low)
LoTi Framework
LoTi 2 - Exploration
√ Instruction emphasizes content
understanding
√ Teacher-directed
√ Focus on lower cognitive levels
√ Digital and/or environmental resources
are used by students for extension
activities, enrichment exercises, or
information gathering
0
1
2
3
4
5
6
2012-13 2013-14 2014-15 2015-16
LoTi Survey: 61,781 KtO Teachers
LoTi Digital Age Survey: 61,781 Respondents LoTi Walkthroughs: 46,057
LoT
i Lev
els
0
1
2
3
4
5
6
2012-13 2013-14 2014-15 2015-16
LoTi Digital Age Survey: 61,781 Respondents LoTi Walkthroughs: 46,057
LoT
i Lev
els
Mean: 2.43
Mean: 2.64
LoTi Framework
LoTi 2 - Exploration LoTi 3 - Infusion
Why measure Digital Learning?
To develop realistic S.M.A.R.T. Goals for Student
Achievement
24 School Buildings 2012-2016 Grades 3-8
r = 0.58
r = 0.58
To ensure that the level of digital learning aligns with the
rigor of District Benchmark Assessments
2015-16 ELA Benchmark Results
LoTi Level % Observed LoTi Descriptors 0 0 Non-use 1 22 Awareness 2 44 Exploration 3 34 Infusion 4 2 Integration 5 0 Expansion 6 0 Refinement
Sample Size: 64 GR5-8 ESL H.E.A.T. Walkthroughs
To monitor State Teacher Evaluation (e.g., Danielson, T-
TESS) performance levels daily
Level 0: Nonuse Improvement Needed
Level 1: Awareness Developing
Level 2: Exploration Developing Level 3: Infusion Proficient
Level 4: Integration Accomplished
Level 5: Expansion Accomplished Level 6: Refinement Accomplished
LoTi Framework
Low
High
T-TESS
LoTi Framework
Planning Dimension
1.1 Standards & Alignment 1.3 Knowledge of Students 1.4 Activities
Instruction Dimension 2.1 Achieving Expectations 2.2 Content/ Knowledge & Expertise 2.3 Communication 2.4 Differentiation 2.5 Monitor & Adjust
Learning Environment Dimension 3.1 Classroom Environment/Routines/ Procedures 3.3 Classroom Culture
T-TESS Framework Alignment
Level 0: Nonuse Ineffective
Level 1: Awareness Partially Effective
Level 2: Exploration Partially Effective Level 3: Infusion Effective
Level 4: Integration Highly Effective
Level 5: Expansion Highly Effective Level 6: Refinement Highly Effective
LoTi Framework
Low
High
Danielson
LoTi Framework
Domain 1: Planning & Preparation
1-A, 1-B, 1-C, 1-D, 1-E,
1-F
Domain 2: Classroom Environment
2-A, 2-B, 2-C, 2-D, 2-E
Domain 3: Instruction
3-A, 3-B, 3-C, 3-D, 3-E
Danielson Framework Alignment
To create a Vision for Effective Digital Learning
0
1
2
3
4
5
6
2012-13 2013-14 2014-15 2015-16
LoTi Digital Age Survey: 61,781 Respondents LoTi Walkthroughs: 46,057
LoT
i Lev
els
Mean: 2.43
Mean: 2.64
0
1
2
3
4
5
6
2012-13 2013-14 2014-15 2015-16 LoTi Digital Age Survey: 61,781 Respondents LoTi Walkthroughs: 46,057
LoT
i Lev
els
Mean: 2.43
Mean: 2.64
Mean: 4.26
Digital Learning Vision
Level 0: Nonuse Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration Level 5: Expansion Level 6: Refinement
LoTi Framework
Low
High
Missing Link(s)?
Missing Link(s)?
LoTi Digital Age
Survey
Frequency of Use
Digital Infrastructure
Teacher Voice
Campus Vision Teacher/
Leader Feedback
Barriers/ Roadblocks
Digital Model
LoTi Digital Age Survey: Spring 2016
LoTi Digital Age Survey: 2016-17
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Frequency of Use (Students)
(r = 0.56)
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Frequency of Use (Teachers)
(r = 0.43)
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Two-way Communication
(r = 0.47)
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Shared Vision
(r = 0.62)
So what does this all mean?
Adams&Middle&School&/&Hypothe(cal,Grades:&6/8&Digital&Infrastructure:&One/to/One&&
&&
Category Outcome NotesDigitalLearning(LoTi) Median:LoTi2
Mode:LoTi2Mean:LoTi2.45
BlendedLearningandLoTi Correlation:.53 Moderate(PositiveCorrelation)
TeacherPerceptionsandLoTi Correlation:.87 Strong(PositiveCorrelation)
AdministratorFeedbackandLoTi
Correlation:-.51 Moderate(NegativeCorrelation)
Teacher“Voice”andLoTi Correlation:.16 Weak(PositiveCorrelation)
SharedVisionandLoTi Correlation:.76 Strong(PositiveCorrelation)
Category Outcome NotesDigitalLearning(LoTi) Median:LoTi2
Mode:LoTi2Mean:LoTi2.45
BlendedLearningandLoTi Correlation:.53 Moderate(PositiveCorrelation)
TeacherPerceptionsandLoTi Correlation:.87 Strong(PositiveCorrelation)
AdministratorFeedbackandLoTi
Correlation:-.51 Moderate(NegativeCorrelation)
Teacher“Voice”andLoTi Correlation:.16 Weak(PositiveCorrelation)
SharedVisionandLoTi Correlation:.76 Strong(PositiveCorrelation)
Adams&Middle&School&/&Hypothe(cal,Grades:&6/8&Digital&Infrastructure:&One/to/One&&
&&
Level 0: Nonuse Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration Level 5: Expansion Level 6: Refinement
LoTi Framework
Low
High
Digital Learning (LoTi 3) Interventions:
Digital Learning (LoTi 3) Interventions:
Category Outcome NotesDigitalLearning(LoTi) Median:LoTi2
Mode:LoTi2Mean:LoTi2.45
BlendedLearningandLoTi Correlation:.53 Moderate(PositiveCorrelation)
TeacherPerceptionsandLoTi Correlation:.87 Strong(PositiveCorrelation)
AdministratorFeedbackandLoTi
Correlation:-.51 Moderate(NegativeCorrelation)
Teacher“Voice”andLoTi Correlation:.16 Weak(PositiveCorrelation)
SharedVisionandLoTi Correlation:.76 Strong(PositiveCorrelation)
Adams&Middle&School&/&Hypothe(cal,Grades:&6/8&Digital&Infrastructure:&One/to/One&&
&&
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Blended Learning
(r = 0.53)
Blended Learning Interventions:
Category Outcome NotesDigitalLearning(LoTi) Median:LoTi2
Mode:LoTi2Mean:LoTi2.45
BlendedLearningandLoTi Correlation:.53 Moderate(PositiveCorrelation)
TeacherPerceptionsandLoTi Correlation:.87 Strong(PositiveCorrelation)
AdministratorFeedbackandLoTi
Correlation:-.51 Moderate(NegativeCorrelation)
Teacher“Voice”andLoTi Correlation:.16 Weak(PositiveCorrelation)
SharedVisionandLoTi Correlation:.76 Strong(PositiveCorrelation)
Adams&Middle&School&/&Hypothe(cal,Grades:&6/8&Digital&Infrastructure:&One/to/One&&
&&
0
1
2
3
4
5
6
LoTi (Digital Learning)
LoTi (Digital Learning)
Administrator Feedback
(r = - 0.51)
Teacher Perceptions Interventions:
Category Outcome NotesDigitalLearning(LoTi) Median:LoTi2
Mode:LoTi2Mean:LoTi2.45
BlendedLearningandLoTi Correlation:.53 Moderate(PositiveCorrelation)
TeacherPerceptionsandLoTi Correlation:.87 Strong(PositiveCorrelation)
AdministratorFeedbackandLoTi
Correlation:-.51 Moderate(NegativeCorrelation)
Teacher“Voice”andLoTi Correlation:.16 Weak(PositiveCorrelation)
SharedVisionandLoTi Correlation:.76 Strong(PositiveCorrelation)
Adams&Middle&School&/&Hypothe(cal,Grades:&6/8&Digital&Infrastructure:&One/to/One&&
&&
What are the Missing Links to Effective Technology Use in your school system?
Finding the Missing Link to Effective Technology Use in Schools
Chris Moersch, Ed.D. Executive Director LoTi Connection, Inc. [email protected]