Core French Teachers and Technology: Classroom Application and Belief Systems
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
This research reports results from a survey of274 coreFrench teachers across Canada to define teachers' belief systemstowards computer technology, teachers' experiences withcomputers, and factors contributing to the use of computers in thecore French classroom. Results revealed three principle constructsdefining core French teacher belief systems towards computertechnology, two representing affective perceptions towardscomputers and one representing a more cognitive perception of theeducational utility of computers in core French teaching. A majorityof teachers reported having used computers in their classes and feltcomputers enhanced their students' learning. In spite of this, asizeable number of teachers reported not having used computers intheir teaching, primarily due to lack of access and knowledge abouthow to integrate computers into core French curriculum.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 it