Screen-free learning for success in the digital age: A case study of developmentally appropriate technology use at
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.
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How this classification was reachedexpand
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 | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.011 | 0.005 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".