Computer Skill Requirements for New and Existing Teachers: Implications for Policy and Practice
Bibliographic record
Abstract
The integration of technology into the classroom is a major issue in education today. Many national and provincial initiatives specify the technology skills that students must demonstrate at each grade level. The Government of the Province of Alberta in Canada, has mandated the implementation of a new curriculum which began in September of 2000, called Information and Communication Technology. This curriculum is infused within core courses and specifies what students are “expected to know, be able to do, and be like with respect to technology” (Alberta Learning, 2000). Since teachers are required to implement this new curriculum, school jurisdictions are turning to professional development strategies and hiring standards to upgrade
 teachers’ computer skills to meet this goal. This paper summarizes the results of a telephone survey administered to all public school jurisdictions in the Province of Alberta with a 100% response rate. We examined the computer skills that school jurisdictions require of newly hired teachers, and the support strategies employed for currently employed teachers.
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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 | 0.010 | 0.040 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.004 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.001 |
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".