The Levels of Teaching Innovation (LoTi) Framework 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.
In a digitally-charged learning environment, the key is to turn up the H.E.A.T. on student learning. H.E.A.T. is an acronym that is synonymous with digital-age learning (i.e., 21st Century Skills) and represents Student Output in terms of student:
- Higher order thinking,
- Engaged learning,
- Authentic connections, and
- Technology use.
PDF: H.E.A.T. Framework
PDF: H.E.A.T. Lesson Plan Scoring Guide
The Current Instructional Practices (CIP) Framework measures classroom teachers' current instructional practices relating to a subject-matter versus a learner-based instructional approach in the classroom. As one moves to a higher CIP Intensity Level, less emphasis is placed on didactic instruction, sequential and uniform learning activities, and traditional forms of assessment. In its place, teachers begin to embrace instructional strategies aligned with student-directed learning, varied assessment strategies, authentic problem-solving opportunities, differentiated instruction, and complex classroom routines (e.g., students generating and testing hypotheses, implementing cooperative learning, students identifying similarities and differences).
PDF: CIP Framework
The Personal Computer Use (PCU) Framework measures classroom teachers' fluency level with using digital tools and resources for student learning. As one moves to a higher PCU Intensity Level, the depth and breadth of current and emerging digital tool use (e.g., multimedia, productivity, desktop publishing, web-based applications) in the classroom increases proportionally as does the teacher's advocacy and commitment level for their use. At the highest PCU Intensity Levels, teachers assume leadership roles that transcend the everyday use of digital tools and resources toward a level of advocacy for effective technology use in their classroom, school building, and the larger global community.
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