The identified behaviors of successful computer-using teachers are categorized in levels of implementation ranging from Nonuse (Level 0) to Refinement (Level 6). Each level, as defined in the LoTi framework, is as follows:
- Level 0 Non-Use Ð A perceived lack of access to technology-based tools or lack of time to pursue electronic technology implementation. Existing technology is predominately text-based (e.g., ditto sheets, chalkboard, overhead projector.)
- Level 1 Awareness Ð Computer-based applications have little or no relevance to the individual teacher's instructional program. The use of computers is one step removed from the teacher (e.g., integrated learning system labs, special computer-based pullout programs, computer literacy classes, central word-processing labs).
- Level 2 Exploration Ð The electronic technology is employed either as extension to activities or as enrichment exercises to the instructional program. Technology-based tools serve as a supplement to existing instructional program (e.g., tutorials, educational games, simulations).
- Level 3 Infusion Ð Technology-based tools including databases, spreadsheets, graphing packages, graphing calculators, multimedia applications, desktop publishing, and telecommunications augment selected instructional events (e.g., science kit experiments using spreadsheets or graphs to analyze results, telecommunications activities nvolving data sharing among schools).
- Level 4a Integration (Mechanical) Ð Technology-based tools are mechanically integrated, providing a rich context for students' understanding of th epertinent concepts, themes, and processes. Heavy reliance is placed on prepackaged materials and sequential charts that aid the teacher in the daily operation of the instructional curriculum. Technology (e.g., multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme or concept.
- Level 4b Integration (Routine) Ð Teachers can readily integrate units with littler intervention from outside resources. Technology-based tools are easily and routinely integrated, providing a rich context for students' understanding of the pertinent concepts, themes, and processes. Technology (multimedia, telecommunications, databases, spreadsheets, word processing) is perceived as a tool to identify and solve authentic problems relating to an overall theme/concept.
- Level 5 Expansion Ð Technology access is extended beyond the classroom. Classroom teachers actively elicit technology applications and networking from business enterprises, governmental agencies (e.g., contacting NASA to establish a link to an orbiting space shuttle via Internet), research institutions, and universities to expand studentsÕ experiences directed at problem solving and issues resolution, and student activism surrounding a major theme or concept.
- Level 6 Refinement Ð Technology is perceived as a process, product (e.g., invention, patent, new software design), and tool towards students solving authentic problems related to Òreal-worldÓ problem or issue. In this context, technology provides a seamless medium for information queries, problem solving, and product development. Students have ready access to and a complete understanding of a vast array of technology-based tools to accomplish any particular task.