TPACK: exploring a secondary pre-service teachers' context
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
Twenty-first century teacher educators need to design learning experiences integrating technology for transformative learning. Bringing together the power of deep content knowledge, pedagogical knowledge and technological knowledge in an integrated manner is critical in the design of today’s learning experience. The TPACK framework assists educators to gain competency and confidence to design technology-enhanced learning in ways that transform the learning experience for both students and teachers. This paper describes the TPACK findings of secondary pre-service teachers who have just completed their second professional experience placement in conjunction with a curriculum and pedagogy course. Pre-service teachers reported that they were developing the necessary confidence in working with the technology and designing learning using a TPACK framework. From the data, it was apparent that teacher educators are able use the framework to design, model and explore innovative teaching with technology to design TPACK learning experiences that are mindful and thoughtful
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
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