An inquiry into educational technologists’ conceptions of their philosophies of teaching and technology / Enquête sur les conceptions philosophiques de l'enseignement et de la technologie élaborées par les technologues de l’éducation
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
It has been suggested that when we know our philosophy of teaching and technology we then have the ability to articulate not only what we are doing as educational technologists, but what we want to achieve with the technologies, and why. And while most educational technologists would agree that knowing our philosophical orientations is important, do educational technologists actually know, or can they accurately identify, their teaching and technology philosophical orientations? We sought to answer these questions by assessing the consistency between what educational technologists say in collegial deliberations and how they self-identify their philosophical orientations. The results of this exploratory study provide us with insights on how educational technologists construe their philosophical orientations of teaching and technology. Philosophies of teaching and technology are defined in this study as a conceptual framing that embodies certain values, attitudes and ideologies from which we view the multi-contextual facets of educational practice. Il a été suggéré que, lorsque nous avons conscience de notre philosophie de l'enseignement et de la technologie, nous sommes mieux en mesure d’exprimer non seulement ce que nous faisons en tant que technologues de l'éducation, mais aussi ce que nous cherchons à réaliser avec les technologies et pourquoi. Si les technologues de l'éducation admettent pour la plupart l’importance de connaître nos orientations philosophiques, connaissent-ils pour autant ou peuvent-ils identifier avec précision, leurs orientations philosophiques de l’enseignement et de la technologie? Nous avons cherché à répondre à ces questions en évaluant la cohérence entre ce qu’affirment les technologues de l'éducation en contexte de débat professionnel et la manière dont ils identifient eux-mêmes leurs propres orientations philosophiques. Les résultats de cette étude exploratoire nous donnent un aperçu de la façon dont les technologues de l'éducation interprètent leurs orientations philosophiques de l'enseignement et de la technologie. Les philosophies de l'enseignement et de la technologie sont définies dans cette étude comme un cadre conceptuel incarnant certaines valeurs, attitudes et idéologies à partir desquelles nous considérons les aspects multi-contextuels de la pratique éducative.
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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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 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