Screen-free learning for success in the digital age: A case study of developmentally appropriate technology use at
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
Adolescence is a crucial time for the enhancement of 21st century competencies such as new media literacies, critical thinking, problem solving, creativity, and self-regulation. If digital interventions in education are broadly assumed to support the development of these competencies, critical research describing the challenges they pose and how best to mitigate them is needed. Developmentally appropriate technology use literature emphasizes strategies for young children in educational settings, however, the same attention has not been levied to pre-adolescents and adolescents – despite the frequency of their engagement with digital devices and their continued developmental needs. While previous research has posited Waldorf education may represent a developmentally appropriate path to new media literacy education, no studies of Waldorf schools have attended this inquiry. The purpose of this study is two-fold: 1) to describe the perspectives and practices of families and teachers at the Toronto Waldorf School with respect to technology use for pre-adolescents and adolescents; and 2) to understand the effects of a delayed technology integration in contemporary educational contexts.
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 | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it