The Net Generation’s Informal and Educational Use of New Technologies
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
Many educators have called for the inclusion of new technologies like blogs, wikis, and social bookmarking in higher education to address the learning needs of the Net Generation. Is there really a discrepancy between the personal and educational use of new technologies by undergraduates? What new technologies do they perceive as most beneficial for their learning? A survey piloted with 26 undergraduates in education demonstrated a huge gap in undergraduates’ informal and educational use of new technologies, but indicated that students independently apply their technical skills to their coursework. In open-ended responses, students explained how they have benefited from professors’ use of online videos, podcasts, wikis and blogs, and how they would like to see them used in the future. The results are discussed in the context of prior research and the need for further empirical evidence on the differences within the group termed the Net Generation is highlighted.Keywords: technology in education; Net Generation; use of new technologies; benefits
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.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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 it