A BIBLIOMETRIC ANALYSIS OF TECHNOLOGICAL MANAGEMENT TRENDS IN PRESCHOOL EDUCATION AND META-ANALYSIS OF THE UTILIZATION OF TECHNOLOGICAL TOOLS IN CLASSROOM
Bibliographic record
Abstract
Although the usage of technology tools in education has been a much-debated topic in recent years, there has been less research on the factors that may affect their effectiveness in preschool settings. The current study methodically collected 264 empirical publications that examine the correlation between technology tools and children's development, specifically focusing on learning performance. This was achieved using a bibliographic analysis that utilises the VOSviewer software. After conducting a systematic review, a total of 6 empirical research studies were evaluated using the OpenMEE programme and ATLAS.ti 9. Researchers are particularly interested in studying the bibliographic networks related to children's development, preschool environment, and technological utilisation. The meta-analysis results indicate that establishing and maintaining engaging and influential technological activities in the classroom can lead to improved individual development. Future research is recommended to investigate the role of various parties, such as families, as moderators in influencing children's development on integrating ICT into education. Encouraging the early use of technology in the classroom can support national policies focused on fostering communities with advanced digital skills and cultivating competent future leaders.
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How this classification was reachedexpand
Direct model labels (unvalidated)
Per-model category and study-design labels from the labeling rounds. They are machine output, unvalidated, and the disagreement between models ships as data. No study design here is MEDLINE-validated yet.
| Model arm | Categories | Study design | Confidence |
|---|---|---|---|
| gemma | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | low |
| gpt | Bibliometrics Domain: not available · Genre: Empirical About the Canadian research system: no · About a Canadian topic: no | Observational | high |
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.043 | 0.134 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.010 | 0.019 |
| Bibliometrics | 0.198 | 0.171 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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, unvalidatedLabeled directly by 2 models reading the full record.
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".