Computer Applications in Counselor Education: Developing Cultural Competencies Through Online Collaboration of Future School Counselors / L’informatique dans l’éducation des orienteurs : le développement du savoir-faire culturel par la collaboration en
Bibliographic record
Abstract
This study examined the applications of computer-mediated student collaboration in a graduate multicultural counseling course. The course work included a reflective cultural competency building assignment that utilized online communication and collaboration using a wiki to extend and improve students’ multicultural counseling and social justice advocacy skills. The online assignment design was aligned with the current call for utilizing technology in the counseling profession. It further considered the needs of the future counselors, the current levels of exposure to and experience with available technology of the class members, and the opportunities for utilization of a variety of online-based tools to extend in-class and out-of-class discussions. Students’ response to this new form of class work and communication confirmed the potential of the online component to other aspects of counselor preparation, and the data analysis showed that the computer-mediated assignment was a valuable addition to developing students’ skills as multiculturally competent professionals. Cette étude a examiné les applications de la collaboration entre étudiants par l’entremise de l’informatique dans le cadre d’un cours d’études supérieures sur l’orientation en contexte multiculturel. Les travaux du cours comprenaient un travail de réflexion pour renforcer le savoir-faire culturel grâce à la communication et à la collaboration en ligne, en utilisant un wiki pour accroître et améliorer les aptitudes des étudiants en orientation en contexte multiculturel et en défense de la justice sociale. La conception du travail en ligne s’alignait sur la tendance actuelle pour une utilisation accrue de la technologie dans le métier de conseiller en orientation. On y tenait également compte des besoins des futurs conseillers, de leur degré d’exposition à la technologie et de leur expérience avec celle-ci, ainsi que des occasions pour l’utilisation d’une variété d’outils en ligne pour accroître la portée des discussions en classe et hors de la classe. La réaction des étudiants à cette nouvelle forme de travaux scolaires et de communication a confirmé le potentiel de la composante en ligne pour les autres aspects de la formation des conseillers. L’analyse des données a démontré que le travail réalisé par l’entremise de l’informatique a constitué un ajout précieux pour développer les aptitudes des étudiants comme professionnels compétents en contexte multiculturel.
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 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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".