Usages et perceptions des enseignants lors de l’utilisation de la tablette en contexte scolaire
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
Formation et profession 26(1), 2018 sum L'utilisation des tablettes en contexte scolaire est de plus en plus visible dans les salles de classe en Amrique du Nord et en Europe. L'intgration de cette nouvelle technologie induit des modifications dans les activits d' enseignement et d'apprentissage. La tablette apporte de multiples perspectives et de nouveaux usages pdagogiques. Elle modifie l'administration et la gestion quotidienne de l' enseignement de manire prgnante. De par ses caractristiques intrinsques, elle suppose galement un apprentissage travers le temps et l' espace. Devant ces multiples enjeux, nous avons analys les usages de la tablette en salle de classe auprs de 200 enseignants de 45 tablissements scolaires au Qubec. Les rsultats mettent en vidence que l'utilisation de la tablette induit des usages pdagogiques novateurs qui facilitent l' enseignement et favorisent l'apprentissage des lves. Cependant, nous constatons que la tablette n' est pas utilise son plein potentiel et que certains usages devraient tre envisags selon une perspective plus efficiente et adapte.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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