When LoTi was first introduced in 1994 as the Levels of Technology Implementation framework, the intent was to create a tool to help district leadership quantify how teachers were using technology in the classroom. After serving the past 15 years as a research framework, self-reporting technology integration survey, and school improvement model, LoTi has changed focus. The original LoTi framework provided an empirically validated model for school systems to gauge the effectiveness of technology implementation. However, with the emergence of new standards from the Partnership for 21st Century Skills and International Society for Technology in Education's (ISTE's) NETS[solid dot]T, it was clear the framework needed to be refreshed. The Levels of Technology Implementation framework thus became the Levels of Teaching Innovation framework. It includes the same stages contained in the original framework, but the newer model emphasizes powerful learning and teaching as well as the use of digital tools and resources in the classroom. Each level or stage of the new LoTi framework addresses unique attributes of the pedagogical continuum as teachers gravitate from: (1) A teacher-centered approach to a learner-centered approach; (2) Lower levels of student cognition, such as knowledge and comprehension, to higher levels, such as synthesis, evaluation, problem-solving, and issues resolution; (3) Classroom routines of research-based best practices, such as providing recognition and giving feedback, to complex classroom routines, such as generating hypotheses and prompting student questions; and (4) Compliant use of digital tools and resources to dynamic, self-directed uses of Web 2.0 tools. This article discusses how the technology-integration survey has been improved to account for new ways of teaching, new digital tools, and Web 2.0.