Learning to read the (digital) room during the COVID-19 pandemic
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
With the advent of the COVID-19 pandemic across the globe, teachers have made sudden adjustments and dealt with continually changing circumstances. In our own region, in Western Canada, pandemic restrictions, lockdowns, and changing protocols meant that teachers experienced significant shifts to their instruction and classroom practices. This has included remote and online instruction, significant changes in school procedures, and changes in the provision of professional development and teacher supports. Our chapter draws from a qualitative study of teachers who were primarily located in Western Canada who participated in surveys and interviews examining their experiences of teaching from March 2020 to Fall 2022, during a period of time significantly impacted by COVID-19. We share teacher perspectives, challenges, unexpected learnings, and insights in connection to classroom experiences during the pandemic. Three themes that we address in further depth are (1) areas of challenge and inequity that the pandemic revealed; (2) impacts on digital practices for teachers in our study, and (3) implications for educational change.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.002 |
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