Purpose and Pedagogy in Prairie Classrooms: Educational Technology in Early Childhood
Bibliographic record
Abstract
This future research seeks to explore early childhood teachers’ purposes and pedagogies as related to educational technology use. Designed as a qualitative mixed-methods case study, a survey will be administered to all Kindergarten-Grade 2 teachers in one rural and one urban school district. Based on survey responses, two rural and two urban teachers will be recruited to participate in this year-long multiple case-study. Each participating teacher will identify four technology-infused learning experiences for the researcher to observe during the school year. Additionally, semi-structured interviews, conversations, and examination of student and teacher-generated texts will be employed to generate data and create a rich description of how and why early childhood teachers are using technology. Potentially, comparisons will be drawn between the urban and rural cases to identify how technology is used in different geographical locations. It is anticipated that findings from this research will inform instructional and leaderships decisions, guide district policy, and assist in planning relevant and timely professional development opportunities for educators. This roundtable session offers opportunities for the researcher to glean feedback while facilitating a rich discussion of participants’ perspectives and experiences of early childhood technology use.
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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 | 0.000 |
| 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 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".