Assessing Impact of ICT Intercultural Work
Bibliographic record
Abstract
This article reports on a school-based ICT initiative, called Dissolving Boundaries (DB) which links primary, (pupils aged 5-11), post-primary (pupils aged 12-18) and special schools (pupils aged 5-18) in partnerships across the border between Northern Ireland and the Republic of Ireland. The aim of the research was to investigate if participation in DB was associated with an increased awareness and understanding of life on the other side of the border. The ICT skills of pupils were also probed. Two cohorts of pupils were used in the study, one which had taken part in the Dissolving Boundaries program during an academic year and another cohort of similar age in the same schools, which had not taken part. Findings suggest that participation in the program contributed to students' knowledge and awareness in general of the other jurisdiction. In terms of collaborative work, a large majority of DB pupils agreed that they could learn something new from working with another school. Participating pupils in the DB program showed much higher competence in those ICT skills associated with communication and collaboration than their non-participant peers.
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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 | 0.004 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 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".