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Educator Development for ICT Framework


Appendix F - The LoTi Framework74 (adapted)

Table 1. Levels of Computer Efficiency

0

Nonuse

A perceived lack of access to ICT tools or a lack of time to pursue the use of ICT. Educators use conventional teaching aids

1

Awareness

Computers are not used by the educator in lesson time, but the learners do have access to computers for activities such as literacy classes. Educators use the computers for lesson preparation and administrative work.

2

Exploration

ICT is used as a supplement for lessons in the form of drill-and-practice tutorials, educational games, simulations. This is used either for extension or remedial purposes.

3

Infusion

ICT tools such as word processors, spreadsheets, databases e-mail or the Internet support traditional lessons in limited contexts.

4

Integration

Educators can readily integrate ICT in lessons, providing learners with a tool to manage information, identify and solve problems and present original ideas.

5

Refinement

ICT access is extended beyond the classroom. Educators actively use ICT to access real world environments and institutions in order to identify and solve authentic and challenging problems.

Table 2. Levels of Teaching Practices (not used in calculation of Efficiency Rating)

 

Level 1

Level 2

Level 3

Learning Materials

Heavy reliance on content, text books and traditional aids, such as the blackboard Emphasis on learner-centred activities such as experiments, worksheets, resource kits Determined by the problem areas under study. Diverse use of resources and ICT tools

Learning Activities

Traditional verbal activities Emphasis on learners' active participation but not on authentic context Emphasis on learner activism and issues; investigations; authentic hands-on inquiry related to real world problems

Teaching Strategy

Educator led Educator is facilitator and resource person Educator is a co-learner and strategic facilitator leaving initiative with the learner

Evaluation

Traditional factual testing Many assessment methods, including questions with no obvious correct answer Integrated and varied assessment done continuously throughout the process. Linked to problem solving, portfolios, open-ended questions and peer reviews

Technology

Drill-and-practice, little integration with the topic Isolated hands-on experiences such as word processing spreadsheet graphing, e-mail and information searches Expanded view of technology as a process, product and tool to find solutions to authentic problems, information literacy is advanced

 

 

 

Computer Efficiency Rating Chart

A

B

C

D

E

F

Descriptor

Level

Computer

Use %

Learner

Use %

No. of

computers

Product

(B x C x D x E)

Non-use

0

 

     

Awareness

1

 

     

Exploration

2

 

     

Infusion

3

 

     

Integration

4

 

     

Refinement

5

 

     
 

 

Total

100%

   

G

H Number of computers =

   

 

I Insert total from box G = ______

Multiply the total in box H by 4 =

 

I =

J ______ % = Computer

Efficiency Rating

  1. In Column C, insert the percentage of computers being used at each level. This column should total 100%. It shows how computers are being used at the school and can be graphed as a pie chart.
  2. In Column D, insert the percentage of learners using computers at each level. This column will not total 100% since because learners may use the computers more than once a day and use the computers at different levels.
  3. In Column E, insert the number of computers used at each level. This column will not total 100% because the same computers may be used at different levels during different periods of the day.
  4. In Column F enter the result by multiplying B X C X D X E. Remember, for example that 20% is 0.2 and that 5% is 0.05.
  5. In box G, enter the sum total of all the values in column F.
  6. In box H, enter the number of computers used in the school for educational purposes.
  7. In box I, enter the value from G as the numerator of the fraction. Multiply the value from box H by 4 and enter it as the denominator of the fraction.
  8. In box J convert the answer from box I to a percentage. J= I x 100. This is the Computer Efficiency rating for the school. Two completed examples are shown below.

 

 

Computer Efficiency Rating Chart - Thabaleng Primary School (hypothetical example)

A

B

C

D

E

F

Descriptor

Level

Computer

Use %

Learner

Use %

No. of

Computers

Product

(B x C x D x E)

Non-use

0

40

95

1

0

Awareness

1

30

5

1

0.015

Exploration

2

20

5

1

0.02

Infusion

3

5

1

1

0.0015

Integration

4

5

4

1

0.008

Refinement

5

0

0

0

0

 

Total

100%

   

G = 0.0445

H Number of computers = 1

   

 

I Insert total from box G = 0.0445_

Multiply the total in box H by 4 = 4

 

I = 0.011

J __1.11_ % = Computer

Efficiency Rating

 

 

 

Computer Efficiency Rating Chart - Mmabatho High School (hypothetical example)

A

B

C

D

E

F

Descriptor

Level

Computer

Use %

Learner

Use %

No. of

Computers

Product

(B x C x D x E)

Non-use

0

10

40

2

0

Awareness

1

30

70

20

8.57

Exploration

2

20

20

20

1.6

Infusion

3

25

10

20

1.5

Integration

4

10

10

20

0.8

Refinement

5

5

10

20

0.5

 

Total

100%

   

G = 12.97

H Number of computers = 20

   

 

I Insert total from box G = _12.97

Multiply the total in box H by 4 = 80

 

I = 0.1621

J __16.21_ % = Computer

Efficiency Rating

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Last updated: 20 May 2000