The Influence of Technology on Teaching and Learning (Research Paper Sample)
Unit VIII Final Research Paper Draft Follow the directions below for the completion of your Research Paper Final Draft for Unit VIII. Purpose: The purpose of this final draft is to finish the paper you have been working on throughout the course by adding a conclusion and an abstract. Description: In this assignment, you will assemble the final draft of your Research Paper you have been working on throughout the course. Your Research Paper Final Draft should include the elements listed below. Elements: The grade of your Research Paper Final Draft is largely based on your inclusion of these elements and the overall quality of your writing. Your paper must contain the following elements. 1. Cover page and APA formatting: You should include an APA-style cover page for your Research Paper. See the example on page 16 of The CSU APA Guide (6th edition). Your cover page should include the following: the title of your paper, your name, and the name of your university (Columbia Southern University). The running head should include up to 50 characters from the title of the paper, along with a sequential page number in the upper right-hand corner. 2. Abstract: The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable. Your abstract may be modeled after the theoretical paper model or empirical study model. For information or an example of an abstract, see p. 12 of The CSU APA Guide (6th edition) and p. 511 of Strategies for Writing Successful Research Papers. Note that the abstract presented references MLA, but yours should be in APA style. The abstract should be the second page in the paper, after the cover page, and the abstract should be on its own page. The text of the paper itself should begin on page 3. Your abstract must meet the following standards: EH 1020, English Composition II 14 • Be 150-250 words • Be located on the second page of your final draft • Have a heading of Abstract that is centered at the top of the page. 3. Introduction: There are some pitfalls to writing an introductory paragraph, and you can avoid some of them by reading through the Checklist: “Avoid Certain Mistakes in the Introduction” on p. 495 of Strategies for Writing Successful Research Papers. 4. Review of literature: The review of literature should be a smooth transition from the introduction of your paper and should present a controlled summary of the conversation surrounding your topic. 5. Body paragraphs: Each paragraph of the body of your Research Paper should be a cohesive unit. It should be tight, but developed. It should serve a function, and its purpose should always be to bolster the thesis. Therefore, you should use the following order for each paragraph in the body. a. Topic sentence: This sentence summarizes the entire paragraph in one strong, well-written sentence, and it directly supports the thesis statement. b. Explanation of topic sentence (1-2 sentences): Often times there is more to be said about the topic sentence, more explanation that is necessary in order for it to be a clear idea, so there are usually a few sentences that follow the topic sentence that explicate the idea more for the reader. These sentences not only “unpack” the topic sentence, but they also anticipate the evidence that will be used to support the topic sentence, usually indirectly. c. Introduction to evidence (1-2 sentences): No piece of evidence (quotation, example, paraphrase, etc.) should be dropped into a paragraph without first introducing it. An introduction might include the title of the source, the author, and/or a short description of the source/author’s credentials. In this way, no evidence is presented without a context because it is this context that makes the evidence meaningful. d. Evidence: The evidence that you present backs up your topic sentence, and by extension, supports your thesis statement. The evidence that you supply can be a number of things: a quotation from a source; a reasonable, illustrative example; a statistic; commentary from an interview; etc. e. Explanation of evidence: No piece of evidence stands on its own or is convincing on its own. Although it may seem to draw a direct line to your topic sentence to support it, often the reader needs you to make the connection between the two. Further, the general rule is that for each sentence of quoted material, your explanation should be just as long, so if you include a block quotation, the block quotation should be met with an equally long explanation. f. Transition (1-2 sentences): Transitions are essential for research papers because body paragraphs, especially, are written as units, and it is the transitions that allow for these units to be linked together. Take a look at the list of transitional expressions on pp. 44-45 in The Little, Brown Compact Handbook with Exercises. 6. Conclusion: Your conclusion should pull together your entire paper. Do not consider the conclusion a summary of your paper; your abstract is the summary of your paper. Instead, your conclusion is your opportunity to suggest what might be done with your findings. A good conclusion will restate the thesis, place a judgment on the issue discussed, discuss the implications of your findings, issue a directive or call to action to the reader, and close out the paper with a strong final thought. However, depending upon your topic and your treatment of that topic, the conclusion may take different forms. Your conclusion for this paper must be at least 150 words. If the conclusion is less than the word count, it is likely you have not fully developed your conclusion, and this lack of development can severely impact your grade for this assignment.source..
The Influence of Technology on Teaching and Learning
Columbian Southern University
FORMAL SENTENCE OUTLINE
Thesis: Technology has become an integral part of our lives today. It is influence has been felt in knowledge acquisition and learning in all levels of education. Therefore, it is important to study deeply the impact of technology on teaching and learning in education so that we can design the appropriate learning processed to enhance student achievement.
* Technology has a positive impact on the student achievement in learning environments.
* Classrooms are normally considered to be face-to-face learning environments but when classes are conducted online, they are likely to deliver stronger learning outcomes (Underwood, 2009)
* When online courses are measured alongside the traditional classroom methods of pen and paper, students find online teaching much convenient and flexible than traditional teaching processes (Balannskat, 2006)
* Factors that hinder the implementation of technology teaching are poor competences of the teacher, low motivation of the staff, and inadequate confidence in the new educational technologies presented by educators (Balanskat, 2006)
* Most learners believe that technology improves their learning by making them more effective and inquisitive (Speak Up, 2009)
* Technology motivates learners as well as teachers
* More than 80% of teachers in Europe think that technology has made their teaching career much motivating as students respond to the tasks given in class effectively. Nearly all schools are computer equipped and have internet access to facilitate learning (Underwood, 2009)
* Access to ICT outside schools molds the behavior of leaners and improves their confidence. Teenagers who have computers at their homes are less likely to be truant compared to those who lack. This gives them time to concentrate on their academics and become less troublesome (Balanskat, 2006)
* Educational technology can enhance lifelong independent learning skills. There is a growing mass of evidence to prove that the use of educational technology can increase the independence of the learner in future.
* There is a connection between ICT and student engagement.
* Instructional softwares enhance student learning.
* BS/CE study done in West Virginia using an instructional software to test the basic skill development in reading, language comprehension, and mathematics indicated that student's test scores increased arithmetically once the technology was integrated in the curriculum objectives (Spurlin, 2006).
* Teachers have reported significant changes in social studies and English language arts performance due to the fact that student skills and knowledge acquired through computer-based learning are much better than the traditional means (Cradler & Cradler, 1999)
* Companies have come up with algebra and geometry softwares both of which are accompanied by the computer-assisted instructions to help teachers guide students in elementary, middle, and high schools in learning mathematics (McCoy, 1989)
* Research indicated that the mean score of students in the taught using technology in both sixth and eighth grade were remarkably higher than those of the control groups. Thus, it was concluded that the better performance was as a result of supplementary video clips that students found instrumental in enhancing their understanding of mathematical concepts (Leu, Donald J. et al, 2011)
* Technology has its demerits in learning and teaching
* School administrators have been hesitant in making purchase related to technological facilities and equipment due to the skepticism about the role of education technology in improvement of learning process (Polly, 2011).
* Encouraging a one-on-one method of student feedback, teachers may be abl...
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