Collaboration Between Two Contexts: Acceptability of a Pedagogical Innovation with Digital Technology
Bibliographic record
Abstract
As part of the Educational Technologies for Teaching in Context research project, we have conceived a pedagogical innovation with digital technologies by considering teaching from two different contexts. In this case, the context is characterized by environments that differ between two groups of learners and this is what we call context effects-based teaching. Thus, we consider context to develop a pedagogical innovation with digital technologies involving students from two different countries. They collaborate online and investigate an identical theme while facing strongly contrasting contextual realities. This pedagogical innovation with digital technologies involves a significant change for teachers and its acceptance can foster its use in the classroom. In this perspective, this article examines the acceptability of pedagogical innovation (context effects-based teaching) and digital use by teachers. Inspired by the Technology Acceptance Model by Davis, a qualitative design research was used and 7 semi-directed interviews were conducted. The finding showed the relevance of Context Effects-Based Teaching with digital and its acceptability is characterized by a positive perception of usefulness and intention of use, and teachers noticed in-depth learning in their students.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| 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".