Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom
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
<p><em>It has been long accepted that teachers’ beliefs guide their classroom practices (Borg, 2006; Fang, 1996; Pajares, 1992; Woods, 1996). Yet, in the current high-tech age and with the push by mainstream education to incorporate technology in language teaching, little is known about what teachers think and feel about technology integration. Using Borg’s (2006) framework of language teacher cognition, this study investigated the beliefs of pre-service and in-service English as a Second Language (ESL) teachers (n = 35) about the use of digital technology in the classroom and the factors that influence those beliefs. </em><em>The participants completed a three-part beliefs’ questionnaire and some (n = 10) were later met for one-on-one interviews. The results suggest that while the teachers value technology and its use in the ESL classroom, the two groups differed in their subscribed beliefs. These differences were traced back to the teachers’ age, </em><em>classroom practice, experiences with digital technology, context(s) in which digital technology was used, and the amount of technology-related training the teachers received.</em><em></em></p>
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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 | 0.002 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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