Digital technologies and pedagogical practices : a professional and personal perspective
Bibliographic record
Abstract
This article aims to analyze the use of digital technologies by teachers, both in their personal and professional contexts, and its relationship with teacher training. Data was collected through a questionnaire administered to teachers from various regions of Brazil. The study was based on an online questionnaire hosted on the QuestionPro platform and addressed topics such as the duration of training in digital technologies, personal use of social networks, the use of social networks in the classroom, digital platforms for personal and professional use, self-acquisition of technology, and difficulties encountered in the use of digital technologies, taking into account the participants' region of residence. The results highlight the growing importance of digital technologies in teaching practice and identify challenges faced by teachers when integrating these technologies into their classrooms. Despite limitations, the study provides insights into how teachers are adapting to the digital environment in contemporary education. Keywords: Contemporary Education. Digital Adaptation. Pedagogical Practice.
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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 | 0.010 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.006 | 0.011 |
| Scholarly communication | 0.017 | 0.014 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.007 | 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".