INFORMATION AND COMMUNICATION TECHNOLOGY LITERACY IN TEACHER EDUCATION
Bibliographic record
Abstract
The purpose of this research was to increase an understanding of the practices and issues of information and communications technology (ICT) literacy in the teacher education program at the University of British Columbia, Canada. This research explored characteristics related to (ICT) literacy: A) program effects on ICT competencies; B) gender and ICT literacy; C) age and ICT literacy; D) attitudes toward technology and ICT literacy; and E) program effects on ICT use. The analyses of the data and the findings, in particular, the gender differences in perceptions of ICT competencies, the relationship between student attitudes toward ICT and their perceptions of ICT competencies, the correlations between students' ICT uses in practicum and their perceptions of ICT competencies, should help to shed some light on directions for future research, as well as curriculum design in teacher education programs, and should be particularly beneficial to educators, and anyone who may be considering ICT as a career. One useful way to think about ICT and technological literacy is to consider one of the characteristics of ICT as a component of dynamic change and its impact on education.
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.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.004 | 0.006 |
| 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; both teacher heads agree on what is shown here.
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".