The Proposal

Now in the step of my research proposal, I signify in this post the importance of my issue to not only myself, but to the academic world. I also address what I hope to learn by researching this topic as well as who it is affecting. I even found a couple of sources to reinforce my issue at all angles and they will become part of my final paper as well. Now here is my proposal...

For my topic, I will plunge into the academic conversation of how technology can affect college freshmen’s studies, by either distracting them, creating new mental creative pathways, or does it have other effects. By using this as my topic, I will hope to learn more on how scholars and students in my level feel about the use of technology for learning. I also would like to learn on what specific types of technologies are currently being used to advance learning. Another factor is I would like to read on how technologically-incline college freshmen are personally impacted and how their IQ’s match up to those who studied the classic way. (Giesbers, 2012)(Ye, 2012) I feel that this can also potentially have to do with the learning methods of future college freshmen. Certain groups such as School Boards and college freshmen and aspiring potential college students would definitely be interested in this topic because it would involve them directly. Also, the significance can include a complete switch over to online learning, or if the effects are more of a negative, then it could show why online schooling should be removed, or it may not impact this academic debate at all. However, my issue definitely fits into the current conversations taking place because it includes all angles of the discussion on technology being used along with learning. What my question does is address not just the positive or negative effects, but also ALL of the results from using technology, whether they may be physical, mental, or in other means. To me, I also feel this is why it has not been resolved, as well as having to do with monetary measures while not actually implementing more of technological learning methods.

Works Cited

·      Bas Giesbers, et al. "How Achievement Emotions Impact Students' Decisions For Online Learning, And What Precedes Those Emotions." Internet And Higher Education 15.3 (2012): 161-169. ERIC. Web. 17 Sept. 2012.

·      Zhan, Zehui, Fuyin Xu, and Huiwen Ye. "Effects Of An Online Learning Community On Active And Reflective Learners' Learning Performance And Attitudes In A Face-To-Face Undergraduate Course." Computers & Education 56.4 (2011): 961-968. ERIC. Web. 17 Sept. 2012.

·      Mongillo, Geraldine1, and Hilary2 Wilder. "An Examination Of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities." Journal Of College Reading & Learning 42.2 (2012): 27-50. Education Full Text (H.W. Wilson). Web. 17 Sept. 2012.

·      Leese, Maggie. "Out Of Class—Out Of Mind? The Use Of A Virtual Learning Environment To Encourage Student Engagement In Out Of Class Activities." British Journal Of Educational Technology 40.1 (2009): 70-77. Academic Search Premier. Web. 17 Sept. 2012.

·      Lindbeck, Robin, and Brian Fodrey. "Using Technology In Undergraduate Admission: A Student Perspective." Journal Of College Admission 208 (2010): 10-17. ERIC. Web. 17 Sept. 2012.

·      Center for Education Policy, Applied Research, and Evaluation University of Southern Maine, et al. "Using Technology In Helping Students Achieve 21St Century Skills: A Pilot Study." Center For Education Policy, Applied Research, And Evaluation (2008): ERIC. Web. 17 Sept. 2012.

·      Meliha Handzic, et al. "Do ICT Competences Support Educational Attainment At University?." Journal Of Information Technology Education 11.(2012): 1-25. OmniFile Full Text Mega (H.W. Wilson). Web. 17 Sept. 2012.

·      Vanden Abeele, Mariek, and Keith Roe. "New Life, Old Friends: A Cross-Cultural Comparison Of Communication Technology Use In Freshmen's Social Life." Conference Papers -- International Communication Association (2009): 1-36. Communication & Mass Media Complete. Web. 17 Sept. 2012.

Data Gather!

Using new-found knowledge of using my university's online library database, I was assigned a data gathering exercise and I went through trial and error to possibly find the least results with certain keywords. This is because I am merely typing a paper for within 6 months, but with hundreds of results that could take months to years for gathering all of that data. Anyhow, here is my reflection on this exercise...

            For this exercise I simply went onto the library.ucf.edu to use the One Search feature but it actually turned out different than I expected. The searches that worked were the keywords that gave more depth into what I wanted. And what did not work was the option to check other databases and articles. Another option that didn’t work was using general search terms such as ‘education and technology’; this made me end up with almost a million results. In contrast, the search ‘college freshmen academic literacy with technology’ provided me with 36 results, which drastically lowered the ratio of articles and journals. One unexpected challenge to m was the fact that I felt that I would never find enough sources to cover this paper. In reality, I was provided with over thousands of academic articles and a huge plethora of resources, that it became overwhelming. Three specific databases that I used were Publisher Provided Full Searching File, ERIC, and One Search. With skimming through the many articles, I found that my topic is really an issue that is concerning to the academic audiences and I learned about many other factors with it. Using the article I submitted, I learned that academics used an experiment to implement on using SMS to support the learning of new English language words and how it can potentially advance thinking and a creative process. Some primary documents I came across would include the many that created their own experiment to create results that reflect the accuracy of their data. One article I came across conducted a survey with students as to how they could function in school without their technologies and some couldn’t make it while others felt differently, but the point is people can’t simply make this up. Anyhow, as I research my topic more, I expect to discover the many skills and subconscious activities that advance a college freshmen’s literacy while simply enjoying their personal electronic or what not. Also, I feel I might have to change my question around a bit, or make my topic question slightly more specific due to the vast databases. I feel by narrowing it down to maybe college students and their use of technology in school would be ideal and would single out what I really need to learn about. What I still need to find would definitely be more primary documents that generated interviews and experiments on how students are affected academically by technology. Also, I would like to get more background onto how current technologies influence the mind or thinking process to advance literacy. My first few searches involved ‘education and technology’ and ‘college students using technology’, these terms yielded with over 15,000 results both. So I narrowed it down slightly and changed students to ‘freshmen’ and it slimmed down to 291 results, then after I added ‘academic literacy’ between to get 36 results in return. Finally, I changed the wording and used ‘college freshmen using technology as academic tool’ and I was given 12 results. All of these were on One Search because I tried the other databases and was too confused on where to go. 

My Little Literacy Narrative

In this post, I will plunge into my literacy past and this was assigned to me to assess my background and eventually find my research topic for my semester paper. At the end of the narrative I do find a suitable topic, but in the mean time enjoy my literacy narrative...

            Since I was young, writing has been a huge factor in my growing success because it truly allows me to express whom I am and how I like to do things. My mother first implemented writing and reading to me as young as age 3 with ‘Reading With Phonics’, which truly did help along with CDs and mini games that incorporate the basic learning factors of writing. Also my mother also brought me to her school often, because she formerly worked as a teacher many years ago. What this did was allow me to become comfortable with books around me at all times, and she gave me access to online textbooks and references. As I got older, I used writing through drawing to express myself and I posted them on online galleries to receive criticism to better myself. Surprisingly, this was only while I was in elementary school and it only got better. I also got into the practice of creating short story books to show to my friends, because I loved drawing and writing so much. Besides my own writing entertainment, in class I often wrote five paragraph essays to begin practicing formal English writing. In elementary school, I often scored sixes on my essays, but I always felt that I could be better and it showed in the future. In middle school, I used writing a lot more due to the change of difficulty and within my classes we had assignments where we created academic articles or essays where we posted them online show off our work. This was where I began noticing how there were many others much greater than me at writing because I was involved in advanced classes and I was surrounded with others with academic potential like myself.  As I moved along into 9^th grade, my mom noticed how much more comfortable I became with using technology to publish my academic work. Over time I was introduced to many instruments leading to my growth, such as obtaining my own computer, I finally bought a cell phone; I created my own email, and many other things. However, many critics or parents would consider these items are distractions, but I manipulated them to my own advantage and I eventually increased my grammar skills and I used them to help me study for vocabulary quizzes and more. It’s actually sort of funny because my teachers became using online resources such as Wikipedia or programs such as Microsoft Word, PowerPoint, Windows Media Player, Gmail, Yahoo, AOL, and other programs and websites. To me, this meant that I would become the top of my class due to my knack for technology. It was such an advancement that over time students were required to go online to check their grades using the Pinnacle server and students had to go online to email teachers for quick questions. Now that I have graduated the school board has quickly changed the graduation requirements and it involves students to take rigorous online courses, preparing them for college. Even in elementary and middle school changes have applied. Younger students are pushed to excel in online conversations and communities. Also, now that I am in college, technology is only controlled tenfold more than high school. Practically everything is computer oriented; to apply to any college one must go online, to do certain courses, one must go online, to check your grades and courses homework and syllabi, one must go online. Another point is how such utensils as the pencil and dictionary can be considered as technology. The whole concept of it is because it revolutionized the world and when it first arrived many criticized it, due to fear of future troubles.  And with that I love to implement technology in all forms in my life and in my academic advancement. This truly portrays how far technology has come along, and especially within my life. This leads up to me choosing on my research question and it would definitely revolve around the aspect of technology and its connections to education today. I will take on all angles of how technology affects students’ success, focuses, communication, and other many factors.  I will also take into account how it can reduce and help literacy in different areas of the world. 

Beyond The Rhetoric

This article 'Beyond the Rhetoric', college freshmen are being discussed about and it is often argued that thousands of them are not academically prepared for actual college coursework despite their high school test scores. Here I responded to this article for my fourth brainstorming journal...

In the article “Beyond the Rhetoric” the main issue being discussed is high school graduates not being ready for college coursework. It was found as a statistic that nearly 60 percent of college freshmen, who were accepted to college, find that they are not academically fit for college. Before the blame fell upon the postsecondary schools, but it has recently been found to have been a shared fault on all factors involved. It can also be noted as high schools and the state education laws being the literacy sponsors for these college freshmen. The main reason for the new students lack of readiness is the focus of mathematics, English, or both. Also statistics show that nonselective institutions are 60 percent within the readiness gap, less selective institutions have about 50 percent, while highly selective institutions have about 90 percent ready. However in this study, critics argue that the states need to employ specific standards as they only use minimal standards just to gain a diploma and barely get by. Also the “No Child Left Behind” rule and finances become obstacles in raising national college readiness standards. Another argument is that the high schools, being the initial sponsor, they cannot fully teach and do not enforce critical thinking, which is required for success in postsecondary studies. Along these lines, there is much emphasis in forcing a higher education influence within high school courses to ensure college readiness, because it was found that many of the current high school standards are up to the 10^th grade level. Even national administered college prepatory exams such as the PSAT, SAT, and ACT do not guarantee college readiness. However in response, many solutions have been found to fix this system: one may include for high schools and colleges to acknowledge and incentivize students who enroll in college courses and stressing the importance of those who are college ready. Also colleges can set their standards agenda, to allow high school teachers to better test and prepare their students for postsecondary studies. There are many more solutions such as end-of-course exams and etc., that may help close this gap and help inhibit a high percentage of literacy.