Computer technology integration: handbook for primary and elementary teachers
Bibliographic record
Abstract
Computer technology has been in schools since the early 80s. Information Communication Technologies (ICTs) have been incorporated more at the junior high and senior high than at the primary and elementary level. Boards have often focused attention on the senior grades. Primary and elementary teachers have received little support with the integration of technology into classroom settings. Many primary and elementary teachers have not adopted technology as another tool in their classrooms. There are many reasons for this, one of which includes the lack of training for teachers in how to successfully integrate technology into teaching and learning. Professional development in the area has progressed through three stages with the most current being “just-in-time”. There is much research telling why we should use technology and how. This work, an electronic handbook, is a justification for the use of technology in the lower grades. It offers research that supports why teachers should use technology and its curriculum connections. It also includes sample lessons from K-6, ideas of how to use one computer in a class, and links to relevant web sites that are appropriate for both teachers and students.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.005 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.037 | 0.046 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".