Online Education: A Science and Technology Studies Perspective / Éducation en ligne: Perspective des études en science et technologie
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper argues that research into the pedagogical value and potential of new technologies is limited by the implicit philosophical perspectives on technology that such research adopts. These perspectives either imbue technologies with inalienable qualities (essentialism) or posit technology as a neutral means for realizing goals defined by their users (instrumentalism). Such approaches reflect the reigning common sense around the relation of technology and social practice, but they have also been resoundingly critiqued from within the philosophy, history and sociology of technology. It is our argument that the development of more nuanced philosophical perspectives on technology derived from contemporary technology studies can provide fruitful new directions for online education research. After briefly outlining how essentialist and instrumentalist perspectives operate in such research, we overview the key contributions developed in technology studies, suggesting how the latter might enhance research into online education. Cet article soutient que la recherche sur la valeur et le potentiel pédagogiques des nouvelles technologies est limitée par les positions philosophiques qui y sont implicites. Ces positions conduisent soit à attribuer des qualités inaliénables aux technologies (essentialisme), soit à appréhender la technologie comme un moyen neutre pour la réalisation d’objectifs définis par les utilisateurs (instrumentalisme). De telles approches reflètent le sens commun qui prévaut quant à la relation entre la technologie et la pratique sociale. Elles ont cependant aussi été vivement critiquées dans les milieux de la philosophie, de l'histoire et de la sociologie de la technologie. Nous défendons l’idée que l’élaboration de positions philosophiques plus nuancées sur la technologie, issues des études contemporaines de technologie, peut offrir de nouvelles orientations fécondes pour la recherche consacrée à l’éducation en ligne. Après une brève description des positions essentialistes et instrumentistes telles qu’elles se présentent dans ce champ de recherche, nous passerons en revue les principales contributions des études en technologie et suggérons comment ces dernières pourraient rehausser la recherche consacrée à l’éducation en ligne.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.041 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.002 | 0.011 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it