Le discours des élèves du secondaire de la région Bas Saint-Laurent face à l’intégration des technologies de l’information et de la communication (TIC) dans l’apprentissage /Lower St-Laurent area secondary school students’ discourse relative
Bibliographic record
Abstract
Au moyen d'entrevues réalisées auprès d'élèves du secondaire, nous tentons de répondre, par l’analyse de leur discours, aux questions suivantes : Comment perçoivent-ils les TIC en classe? Sont-elles, selon eux, pertinentes en tant que moyen d’apprentissage? Perçoivent-ils les TIC comme étant essentielles à leur réussite? D'emblée, le discours des participants se révèle pragmatique. Les TIC représentent pour eux un moyen d'apprentissage stimulant, ayant un effet positif sur leur motivation. Cependant, elles ne sont pas essentielles à l'apprentissage et n'ont pas selon eux d'impact véritable sur leur réussite scolaire. La relation avec l'enseignant demeure au centre du processus d'apprentissage et les TIC n'ont qu'un rôle complémentaire à cette relation. Le discours des participants ignore les formes propres au discours technopédagogique et demeure ancré dans une conception humaniste de l'éducation. Lower St-Laurent area secondary school students’ discourse relative to the integration of ICT in learning Abstract: How do high school students perceive ICT in learning? Based on interviews with secondary school students, this study contributes to understanding about the role of ICT in school learning in the context of the following questions: How do secondary school students perceive ICT in the classroom? Is this technology relevant to them as a learning tool? Do they see this technology as essential to their success? From the start, the participants’ discourse is pragmatic. For them, ICT represents a stimulating learning tool having a positive effect on their motivation. In spite of this, they do not see this technology as essential to learning nor do they see it as having any real impact on their academic success. The participants’ discourse stayed away from any “techno-pedagogical” forms and remained well rooted in a humanist perspective of education.
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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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.009 | 0.006 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".