Green III

Purpose:

The purpose of Draft 1 is to build upon the Annotated Bibliography and to move forward in drafting your final Research Paper.

Description:

In this assignment, you will build upon the summaries that you did for the Annotated Bibliography for Unit III. Unlike the Annotated Bibliography, however, the Draft 1 of your Research Paper is more than just a summary of sources. Instead, it is a conversation between sources wherein the student author places his or her sources into a conversation about topics surrounding the issue. You will need to review at least five academic sources for this assignment. You are not restricted to the sources used in the Annotated Bibliography, but that would be a good place to start. The length of the draft should be between 3-5 pages, not including the cover page or references page.  *****3 pages only*****

Unit IV Research Paper Draft 1

Follow the directions below for the completion of your Research Paper Draft 1 (the review of literature) for Unit IV.

Purpose:

The purpose of Draft 1 is to build upon the Annotated Bibliography and to move forward in drafting your final Research Paper.

Description:

In this assignment, you will build upon the summaries that you did for the Annotated Bibliography for Unit III. Unlike the Annotated Bibliography, however, the Draft 1 of your Research Paper is more than just a summary of sources. Instead, it is a conversation between sources wherein the student author places his or her sources into a conversation about topics surrounding the issue. You will need to review at least five academic sources for this assignment. You are not restricted to the sources used in the Annotated Bibliography, but that would be a good place to start. The length of the draft should be between 3-5 pages, not including the cover page or references page.

Elements:

Your Draft 1 grade is largely based on your inclusion of several elements and the overall quality of your writing. For assistance, you might want to refer to the examples in Chapter 20, Section 20g, of Strategies for Writing Successful Research Papers (pp. 438-444). Your Draft 1 must contain the following elements.

1. Cover page and APA formatting:

You should include an APA-style cover page for your Draft 1. 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. Review of literature:

Below are techniques for writing a review of literature.

• Consider the topics that your sources cover. Then make a list of those topics. Cluster the topics together, and decide which sources speak to the same concerns.

• Decide which sources speak to the same issues, and decide which material from those sources that you will include.

• When sources discuss the same topic but do not agree, you should still include them in the same paragraph if you would like. There is nothing that says that two sources that disagree cannot be presented in the same paragraph.

• Remember to transition between ideas, sources, and paragraphs. Check out the list of transitional expressions on pp. 44-45 of The Little, Brown Compact Handbook with Exercises.

• Remember to include concise summaries of the material.

Avoid the following in a review of literature.

• Do not comment on the sources. Your job here is to present the material only, not to give your take on what is has to say.

• Do not include your argument. You do not want to argue in the review of literature because you are reviewing the literature, not asserting your argument. You will be able to argue for your position later in the paper.

• Do not just insert the summary paragraphs from your Annotated Bibliography. The review of literature is far more than just a list of paragraphs summarizing sources.

• Do not forget to cite your sources in text and to include a references page.

NOTE: “Integrating Literary Resources,” a webinar created by the Success Center, may help you with your review of literature. Click here to view the webinar.

3. References:

Include a references list as the last page of the paper. See the example on pages 6, 7, and 21 of The CSU APA Guide (6th edition). All entries are those that have been cited in the text. No others are to be included. No textbooks should be included on the references list.

Running head: TECHNOLOGY IN HUMAN EDUCATION 1

Technology is Transferring Human Education to Computers

Student Name

November 27, 2012

TECHNOLOGY IN HUMAN EDUCATION 2

Review of Literature

Matthew Etherington, the author of the article “E-Learning pedagogy in the Primary

School Classroom: the McDonaldization of Education,” (2008) writes about the dehumanization

of primary students as a direct result of online pedagogy. Human evolution has led to the

creation of better technology. That technology has led humans to become reliant on machines,

which do not require or necessitate any social interaction to be effective. This is confirmed by

Etherington (2008) when he stated “when a child gets on their computer….there is no sense of a

physical connection – there is only a mask” (p. 34).

To delve further, socialization is defined from an industry perspective by John Macionis

in his book Society the Basics (2009) in this statement: “sociologists use the term socialization to

refer to the lifelong social experience by which people develop their human potential and learn

culture” (p. 72). Macionis also stresses that socialization is also significantly enhanced by

children attending a physical school. It is in school that they begin to recognize cultural, racial,

social, and gender differences between themselves and others and what makes them different, in

addition to being able to decipher which characteristics allow them to connect with others.

Additionally, while in school, children also begin to form their own peer groups, which permit

“escape [from] direct supervision of adults” (Macionis, 2009, p. 81). This freedom is how they

first begin to establish personal relationships outside the family.

In demonstration, W. E. Ross, who wrote the article “The Promise and Perils of E-

learning: A Critical Look at the New Technology” in 2009, attended the Wired Culture Forum

that was hosted in the city of Toronto. At this forum, he found that more than 400 high school

students expressed remarkable concern that technology is beginning to take over their lives.

TECHNOLOGY IN HUMAN EDUCATION 3

Those students noted a continually increasing reliance on their own personal devices, that the

internet isolates them from interacting with others, and that “technology threatens their… ability

to relate to others” (Ross, 2009, p. 483). While some high schools in many states and countries

have already converted to the online format, in Pennsylvania, there is “currently a proposal for a

cyber-school that would enroll children as young as 5 years old” (Ross, 2009, p. 482).

In order to understand some of the reasons for the issues that children face in pedagogical

technology, it is imperative to understand some of the definitions of behavior. In Psychology: An

Introduction, Benjamin Lahey (2007) defines psychology as “the science of behavior and mental

processes” (p. 5). To further understand this, here are some of the common terms that define

psychology and help to accomplish the goals of psychology: Lahey (2007) defines science as

“psychologists attempt[ing] to understand people through careful, controlled observation” (p. 5);

next, behavior is considered any direct, physical action that can be observed; finally, mental

processes are any “private thoughts, emotions, feelings, and motives that others cannot directly

observe” (p. 5).

Additionally, Lahey (2007) also compares our closest evolutionary ladder match in which

he illuminates the “nature versus nurture” debate as inapplicable to childhood socialization, by

illustrating how two researchers (the Harlows) studied the effects of early social deprivation on

monkeys by taking a small group of infant monkeys and raising them in isolation for the first few

months of their lives. These monkeys seemed to be completely normal at the conclusion of this

stage. At adulthood, the monkeys were then released into population with normal monkeys, and

later (at 3 years of age) they were placed in specific breeding cages; “it was then that the

Harlows first noticed that the social, sexual, and emotional behavior of these monkeys was

distinctly abnormal” (Lahey, 2007, p. 319) in both the male and the female of the species,

TECHNOLOGY IN HUMAN EDUCATION 4

characteristically. The females were afraid and withdrew from their normal male counterparts,

while the males that were paired up with normal females were clumsy, awkward, and overly

anxious. The research was further proven by the reactions of these same monkeys upon the

birthing of their own baby monkeys and their extreme behavior to their own offspring, which

often included murder.

To add to these findings, John Macionis (2009) quantified that “humans need social

experience… to survive” (p. 72). Mead (as cited in Macionis, 2009), who developed social

behaviorism and the central concept of “self,” stated that, “the self develops only with social

experience” (p. 77). This indicates that without the social experience, the self does not develop.

According to Etherington’s (2008) postulation of “dehumanization,” some of the

potential problems that will stem from a child’s sole online pedagogy are “isolation, lack of

community, and decreased socialization of its learners” (p. 34), and also more physical problems

as “repetitive stress injuries, eyestrain, [and] obesity” (p. 43).

In addition to these physical dangers, there are also abnormal personality disorders that

can occur as a result of de-socialization. Some of those disorders are explained in detail by

Nevid, Rathus, and Greene in their book Abnormal Psychology in a Changing World (2009):

avoidant personality disorder (similarly, social phobias), increased proneness to different types

of phobias, and a terror of rejection and criticism that renders that person generally unwilling to

enter relationships. As a result, they do not often have close relationships outside their family.

Another possible disorder is separation-individuation: a process by which children learn

to “differentiate their own identities from their mothers” (Nevid, Rathus, & Greene, 2009, p.

456). Failure for a child to complete this process can create a personality disorder in an adult,

TECHNOLOGY IN HUMAN EDUCATION 5

and lead to separation anxiety. To expound on this issue, the type of anxiety disorder that could

easily result from this could lead to a borderline personality disorder in which people lack

confidence about their individual characteristics (which can include both personality and

sexuality), leading to constant feelings of emptiness and boredom.

Furthermore, physical communication disorders can quickly breed in children who are

unsocial because they do not experience proper enunciation and articulation of different letters

and sounds. These disorders range from an expressive language disorder, a mixed

receptive/expressive language disorder, a phonological disorder, to stuttering (Nevid, Rathus, &

Greene, 2009). Indeed, other physical and personality manifestations can result from a lack of

socialization: children become “more passive … [and] less likely to use [their] imagination”

(Macionis, 2009, p. 82).

Ross (2009) establishes that technology can certainly benefit a professional environment

by his statement that, “over 85% of Fortune 500 companies use remote training” (p. 482). In fact,

most companies today actually utilize remote computer training for new hires as a part of their

orientation to a new job. Some places even offer distance education as incentive to further one’s

career, not only by offering a raise, but also offering monetary gifts as well. Again, the

correlation between adult pedagogy in technology and child pedagogy in technology is

demonstrated by Etherington’s (2008) further study of a child being in a physical school, and a

teacher being absent from the classroom, but elsewhere conducting an interactive activity. His

study noted that the child would not only leave the computer, but would have no interest in or

recollection of the computer during this physical activity. To recap, John Macionis (2009)

stresses that necessary socialization is significantly enhanced by children attending a physical

school and interacting with other children on a constant, daily basis.

TECHNOLOGY IN HUMAN EDUCATION 6

References

Etherington, M. (2008). E-Learning pedagogy in the primary school classroom: The

McDonaldization of education, Australian Journal of Teacher Education: 33(5), 3, 1-48.

Lahey, B. B., (2007). Psychology: An introduction (9th ed.). Chicago, IL: McGraw-Hill.

Macionis, J. J. (2009). Society the basics (10th ed.). Upper Saddle River, NJ: Pearson Prentice

Hall.

Nevid, J. S., Rathus, S. A., & Greene, B. (2009). Abnormal psychology in a changing world

(Custom ed.). New York, NY: Pearson Prentice Hall.

Ross, W. E. (2000). The promise and perils of E-learning: A critical look at the new technology.

Theory and Research in Social Education, 28(4), 482-492.