Appendix F - The LoTi Framework(adapted)

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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

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.
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.
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.
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.
In box G, enter the sum total of all the values in column F.

In box H, enter the number of computers used in the school for educational purposes.
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.
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