Necessary conditions to implement innovation in remote networked schools: The stakeholders’ perceptions
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
Remote Networked Schools (RNS) is an initiative by the Quebec Ministry of Education, Leisure and Sports (MELS) to investigate solutions that the use of information and communication technologies (ICT) can offer for the preservation of small rural schools in Quebec, Canada. The implementation of RNS mobilized then – as it still does now – the local capacity for innovation of all the stakeholders involved in this networking effort to improve learning. Building on Donald P. Ely’s work (1990; 1999), this paper presents the results of an investigation of the RNS educational stakeholders’ perceptions of the importance of the conditions that facilitate the implementation of educational technology innovations for the success of RNS in their locations. Les conditions nécessaires à l’implantation de l’innovation de l'École éloignée en réseau: la perception des intervenants Résumé: L’École éloignée en réseau est une initiative du Ministère de l’Éducation, du Loisir et du Sport du Québec (MELS), qui a comme objectif d’explorer ce que l’usage des technologies de l’information et de la communication (TIC) peut offrir pour la sauvegarde des petites écoles rurales au Québec, Canada. L'implantation de l’École éloignée en réseau a mobilisé (et continue aujourd’hui) la capacité locale, pour l’innovation, de tous les intervenants impliqués dans cet effort de mise en réseau pour améliorer l’apprentissage. Partant des recherches de Donald P. Ely (1990; 1999), ce texte présente les résultats d’une étude sur la perception des intervenants impliqués dans l’École éloignée en réseau, quant à l’importance des conditions facilitant l’implantation d’innovations technologiques afin que cela soit un succès dans leur communauté.
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 | 0.000 |
| 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 | 0.000 |
| 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