Some national and regional frameworks for integrating information and communication technology into school education
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
Integration of information and communication technology (ICT) has become a priority in nation al educational policies worldwide. Meaningful integration requires a number of pre -conditions such as economic opportunity, political will, availability of suitable equipment, support infrastructures, professional development and others. Meanwhile, schools are computer-deserts compared to homes and work-places in Australia as elsewhere (Moursund & Bielefeldt, 1999, p 5). The author examined the dichotomy between school-based educational computing and the potential of home computers for learning by interviewing ICT policy-makers in several countries. Policy for ICT in education has generally been justified by reference to expected economic benefits, either by improving the efficiency of education or by more adequate preparation of students for the world of work. The implementation of cross -curriculum ICT frameworks in England, the USA, Canada and Australia has taken a variety of different, and yet similar, paths. The broader perspective reveals a commonality of three distinct phases for computers in education. Most countries are concentrating on the second of these phases, but there appears to be much activity leading to the third phase in which the home computer could be a crucial ingredient. This paper concludes by discussing national progress towards a th ird phase of educational computing in terms of apparent readiness and current initiatives.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| 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