THE CHALLENGE OF USING WIKIS IN SCHOOL: THE EXPERIENCES OF TWO GRADE SIX TEACHERS.
Bibliographic record
Abstract
This study augments an expanding body of research literature examining the complex process of integrating Information and Communication Technology (ICT) and introducing ICT-related literacy skills into English Language Arts classrooms.Widespread social changes related to ICT are impacting the literacy practices of people in everyday society.These changes in literacy practices represent challenges to teachers who have never used these literacy skills and have never seen them taught.Through two case studies, this hermeneutic phenomenological inquiry examines the experiences of two teachers who learn and lead learning using wikis.Data collection was conducted in two Grade 6 classrooms: one in an Ontario public school and one in a private international school in Mexico and consisted of observations, informal and formal interviews with the teachers as well as observations and focus group interviews with their students.The complex phenomenon of learning ICT and almost simultaneously having to teach it is documented and analyzed.The research involved teaching the teachers how to use a wiki and then co-planning and observing them teach a creative writing unit on the wiki.Data was I would like to thank my supervisor and good friend, Rebecca Luce-Kapler.You have provided unwavering support and phenomenal mentorship since our first meeting over 10 years ago.My sincere thanks for all of the inspiration, pep talks, probing questions, laughs and good times
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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 | 0.000 | 0.000 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".