Notice bibliographique
Résumé
IN 2013, PRESIDENT OBAMA launched the ConnectED initiative the goal of connecting 99 percent of K-12 students in America access to broadband Internet in the classroom by the year 2018. Since ConnectED was launched, 20 million more students have gained access to broadband at school, according to Joseph South, director of the Office of Educational Technology of the United States Department of Education. At the same time, more and more schools have implemented laptops, tablets and online educational resources. While initiatives such as ConnectED are helping to close the digital divide in the classroom, that divide reopens once the school day is over. [ILLUSTRATION OMITTED] As of 2014, nearly one quarter of American households still did not have Internet access, according to a March 2016 Issue Brief from the Council of Economic Advisers. Low-income households are far less likely to have Internet, with just under half of households in the bottom income quintile using the Internet at compared to 95 percent of households in the top quintile, according to the report. This disparity in home Internet service has lead to the gap, where economically disadvantaged students from a digital oasis to a digital desert when they go from school to home, as Chike Aguh, CEO of EveryoneOn, described it. Some of these students are going to extraordinary lengths to complete their assignments, standing outside their schools at night trying to pick up WiFi signals through the wall, or going to the public library or local businesses to do their homework. I applaud those students, but that is not an acceptable solution, and it's tremendously inequitable in providing them an education that's similar to their peers, South said. Reasons for the Homework Gap Some people have attributed the homework gap to the lack of Internet infrastructure in rural and remote areas. However, the majority of families that are not connected to the Internet live in urban areas that do have infrastructure. They simply can't afford it. There are 64 million Americans who are not connected to the Internet. Only 16 million of those are offline because there's not infrastructure, Aguh said. The other 48 million are living in big urban metro areas where they have offers available to them. It's just that they cannot afford them. So we need to change our thinking and our mindset and our stereotype that this is a rural It's not. It is really an urban and suburban problem. But the homework gap can exist even in households that do have Internet service, according to Sarah Trimble-Oliver, the chief information officer for Cincinnati Public Schools. A couple of years ago, that district surveyed its students to ask if they had Internet at and 75 percent of students answered yes. However, Trimble-Oliver soon discovered that they hadn't asked the right What we're finding is that, even though they answered yes, there was a large percentage who only have access through a smartphone, she said. they have access, but it's too slow. Or they have a computer in the but it's shared amongst five or six family members, so actually getting time on that Internet-enabled computer is difficult in order to complete homework. And then we have families who may have Internet access one month but then the next month it's interrupted because either the bill wasn't paid, or the data plan on their phone ran out. It's not a simple yes or no question. Fortunately, schools, government and other organizations are working to find ways to close the homework gap. Dedicated Mobile Hotspots for Students A few years ago, Cincinnati Public Schools adopted an Advanced Placement blended learning program to expand AP courses to students who previously did not have access to them. With the blended learning program, about half of the instruction occurs online through the district's learning management system and the other half is face-to-face the teacher. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».