Shape Shifting Smart Phones: Riding the Waves in Education / Téléphones intelligents à géométrie variable : leur mise à profit en éducation supérieure
Bibliographic record
Abstract
The smartphone is a recent technological addition to post-secondary education and it has both educational and non-educational applications. This study examines the educational use of smartphones using principles from actor-network theory (ANT). The purpose of the investigation was to learn about the multiple entanglements of students, teachers and smartphones in overlapping networks or assemblages and to examine the pedagogical practices created within these assemblages. The discussion begins with an introduction to the mobile technology literature, an overview of ANT and an explanation of some key ANT terms and concepts. The research design and methodology are presented and the concepts of “fluid” and “fire” objects are explored. The new descriptor “protean” is proposed as a way to describe the highly mutable and unpredictable nature of the student-smartphone assemblage. The article concludes with a discussion of how these human and non-human assemblages are influencing and changing pedagogical practices and the significance for education. Dernière invention technologique à pénétrer le domaine de l’éducation supérieure, le téléphone intelligent offre des possibilités tant pédagogiques que non- pédagogiques. Cette recherche étudie l'utilisation pédagogique des téléphones intelligents à partir des principes de la théorie de l'acteur-réseau. L’enquête visait à connaître les multiples enchevêtrements entre étudiants, enseignants et téléphones intelligents au sein de réseaux imbriqués ou d’assemblages, et à examiner les pratiques pédagogiques créées dans ces assemblages. La discussion introduit d’abord la littérature sur la technologie mobile, donne un aperçu de la théorie de l'acteur-réseau et explique certains termes et concepts clés de cette théorie. Le plan de recherche et la méthodologie sont présentés et les concepts d’« objet «fluide» et d’«objet-feu» explorés. Le nouveau descripteur «protéiforme» est proposé pour qualifier la nature extrêmement changeante et imprévisible de l'assemblage étudiant/téléphone intelligent. L'article se termine par une discussion sur la manière dont ces assemblages humains et non humains influencent et modifient les pratiques pédagogiques et sur leur portée en éducation.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".