Over 60 dissertations have been written or are currently in progress using the LoTi Framework and the online LoTi assessment as the basis for identifying critical variables associated with digital-age teaching, learning, and leadership including:
- University of North Texas
Factors Related to Teaching Innovation of K-12 Principals and Teachers
- South Carolina State University
The Impact of Instructional Technology on Student Academic Achievement in Reading and Mathematics
- Pepperdine University
An Evaluation of Teacher Access, Choice, and the Impact of Laptop Computers
- Seton Hall University
The Effect of Computer Access and Subject Area on the Level of Teacher Implementation of Technology
In Spring 2006,
the LoTi assessment was the topic of an extensive validation study conducted by Dr. Jill Stoltzfus, formerly the Managing Director of MAR*TEC (Mid-Atlantic Regional Technology in Education Consortium). Content validity was previously established with the original LoTi assessment through a representative item sampling of the survey’s different content domains. Stoltzfus' validation study focused on an expanded version of the LoTi assessment that could be used to capture the depth of teachers’ professional development needs while simultaneously determining the internal consistency (reliability) of the LoTi assessment. The LoTi assessment achieved both empirical merit and practical utility, proving to be a valid and reliable assessment tool for teachers pertaining to classroom teaching innovation.
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about past and future LoTi Research projects.
Download the LoTi Digital-Age School Catalog
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