Technology infrastructure & design : the impact of wireless portable technologies in the elementary school
Bibliographic record
Abstract
Alberta Teaming created a framework called the Information and Communication Technology program of study, outlining the required use of technology in all core and optional curriculum areas from kindergarten to grade twelve.It is the purpose of this study to examine the use of wireless local area networks technologies and wireless portable computers in elementary schools and to see if these technologies help facilitate more purposeful opportunities for students and teachers to implement the Information and Communication Technology program of studies into all curricular areas.This study is a qualitative, field research project using surveys, interviews and photographs to collect data.The portable lab was found to have a positive impact on both learning and the learning environment in elementary schools.Teachers demonstrated an increased comfort in using technology and were able to collaborate and leam new ideas to integrate technology into the core curriculum.Students enjoyed using the lab, and showed increased motivation and confidence.Due to the mobility and flexibility of the technology, the lab could be used in a variety of schools and classrooms, without being limited by physical space, existing infrastructure, or teaching styles of the teachers.Finally, information technology support and professional development were shown to be an essential part of integrating new technology into the classroom.Ill
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.
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 | 0.022 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.011 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 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".