Pedagogically appropriate integration of informational technology in an elementary preservice teacher education program
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 describes ways in which preservice students in an elementary education four-year degree program at the University of Regina (Saskatchewan) learn about and learn with information technology. Students learn specific skills and concepts related to informational technology (IT) and its uses and application to the classroom in specific ways at different stages of the program. Also discussed in the paper is the evolving faculty inservice training to reskill or retool instructors to enable them to provide meaningful IT experiences for students. One particular experiment is outlined, an experiment that addressed the content of and response to a specific set of five IT modules implemented in order to ensure that all students complete their education degrees with a mandatory set of technology concepts and skills, in a program where there is no mandatory computers in education class. Ways that students who have taken the five modules are using IT in pedagogically-appropriate ways are outlined. The paper also describes a vision of the IT future for faculty and students. (Author/AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Pedagogically Appropriate Integration of Informational Technology in an Elementary Preservice Teacher Education Program PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY
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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) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 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 | 0.001 |
| 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