Bibliographic record
Abstract
paper arises out of a small-scale research study into participant experience in the Advanced Broadband Enabled Learning (ABEL) program, and into the impact of ABEL’s job-embedded professional learning program on their classroom practice. The paper explores how secondary school teachers in two large urban and suburban school boards in Southern Ontario have used such Web 2.0 tools and applications as blogs, wikis, podcasts, RSS feeds and discussion forums either alone or integrated into a course management system (Moodle) to create blended learning environments in their classrooms. The authors present data from the ABEL program’s research report, and describe how secondary school teachers have used Web 2.0 tools and applications to meet their curriculum outcomes, and engage students in learning. The paper provides examples of how Web 2.0 and social networking tools have had a positive impact on ESL literacy, shaped student social attitudes and challenged stereotypes, redefined the roles that ABEL teachers assume vis-à-vis classroom practice, and raised new pedagogical issues about literacy and assessment. Introduction: Research into the implementation of information communication technologies (ICT) in the secondary school classroom has shifted radically over the past decade as Web 2.0
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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 | 0.007 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.007 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.006 | 0.007 |
| Insufficient payload (model declined to judge) | 0.062 | 0.020 |
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".