Professional development needs to target teachers at varying levels of ability, by personalizing their learning. This will engage staff, thus creating an environment and culture of collaboration, learning, and accountability. LoTi's (Levels of Teaching Innovation) "Digital Age Survey" was taken by the high school teachers to collect benchmark data in gauging their teaching practices with respect to the National Education Technology Standards for Teachers (NETS-T). Along with this data, teachers will self-identify areas of proficiency with effective technology integration in the classroom. Utilization of the SAMR and TPACK models will also determine the levels of integration to target professional development and help teachers understand what "effective technology integration" is, as it is defined by the NETS.

LoTi, Levels of Teaching Innovation, signifies teacher input
H.E.A.T. represents student output in the digital-age learning process.

Here is the High School Staff's Digital Age Survey results.

LoTi is defined in terms of how teachers plan, implement, and evaluate their digital-age learning experiences. It has been used in over 100 dissertations and research studies worldwide to explore variables impacting digital-age teaching and learning in the classroom. As the LoTi level increases, so does the amount of student H.E.A.T. applied to the learning experience.

The SAMR  (Substitution, Augmentation, Modification & Redefinition) Model is a progression that adopters of educational technology often follow as they progress through teaching and learning with technology. The TPACK (Technological Pedagogical Content Knowledge) Model is a framework that identifies the knowledge teachers need to teach effectively with technology.

The majority of the high school staff was qualitatively identified at the substitution level, in accordance to the SAMR and TPACK Models referenced below. This poses a challenge, because staff will need more professional development on the use of technology in transformative and student centered ways, but offers a great opportunity. Interestingly enough, when looking closer at the staff's LoTi Digital Survey results, the staff's higher level of CIP (Current Instructional Practices) and PCU (Personal Computer use), signifies a desire and capability to begin to implement 21st Century Skills in their instructional practices, if their students had access to digital tools.

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