ENGT244 King Saud University Importance of Technology in Translation I have an assignment I must do a research paper and i have my sources already but I ne

ENGT244 King Saud University Importance of Technology in Translation I have an assignment I must do a research paper and i have my sources already but I need an outline of the research paper and I want to to do the research paper as well, and I have a sample of the research paper that my teacher wants. Running head: INTEGRATION OF MOBILE APPS INTO EDUCATION
Sample Research Paper
This is the running head. The words “Running head:”
should only appear on the title page. On all subsequent
pages, the header should consist of the title in all
capital letters. Be sure that the title within the running
head is 50 characters or less including spaces.
Integration of Mobile Apps into Education
Student Name
Columbia Southern University
Paper Format
1 inch margins
Double spacing
Suggested font-Times New Roman 12 pt.
Paragraphs indented .5 inch (usually default Tab)
1
INTEGRATION OF MOBILE APPS INTO EDUCATION
This is the running head.
Center the full title of the
document. Not Boldface.
2
Integration of Mobile Apps into Education
Technology has become an important element in almost every aspect of people’s lives. It
has been integrated into the educational process over and over again throughout the years and
has given newer and better tools to help facilitate learning. One such tool, the Internet, has given
the area of distance education digital steroids that have propelled online learning into a major
league status. In keeping up with emerging technologies, schools are now hoping to incorporate
mobile learning into both their traditional and distance classes. Many universities are creating
mobile apps to allow students to participate in their classwork in and out of the classroom
(Olavsrud, 2011). The question for educators becomes whether mobile apps are valid and
When paraphrasing information, text citations
should include the author(s) and the year of
publication. If no year is available, use n.d. for
Pros of the Issue
no date within the parentheses.
valuable tools or unneeded additions to their curriculums.
This is a level one heading.
Centered, Boldface.
Today people are on their phones, email on their phones, shop on their phones, and look
for the best gas prices on their phones. Anything someone can do on his or her computer, he or
she can do on his or her phone. In most professions, it would be difficult to succeed without a
mobile device. It allows for more efficient work. To facilitate learning, one might ask why not
access and use all that mobile technology has to offer. Kukulska-Hulme and Traxler (as cited in
Zawacki-Richter, Brown, & Delport, 2009) state that mobile technologies can “open up new
opportunities for independent investigations, practical fieldwork, professional updating, and onthe-spot access to knowledge. They can also provide the mechanism for improved individual
learner support and guidance, and for more efficient course administration and management”
(para. 14).
Information from someone who is quoted within the source but is not the author of the source is
called a secondary source. Here is an example of how to cite a secondary source. Notice that
Kukulska-Hulme and Traxler are not listed on the reference page because they are quoted within the
text by Zawacki-Richter, Brown, and Delport. Since this is a direct quote, a page or paragraph
number must be included to show where the quoted information is found and will come at the end
of the quote if the author(s) and date are at the beginning of the sentence.
INTEGRATION OF MOBILE APPS INTO EDUCATION
3
Mobile applications (apps) can be used with campus maps and GPS location to help students
navigate across campuses as well as access school directories and event schedules. Additionally,
students can research schools’ libraries and other facilities, find reference information, practice
needed skills, submit assignments, and access grades (Engebretson, 2010). Campus groups can
use apps to send mass messages and conduct anonymous polling. “Professors are able to utilize
apps to send attendance reports, send automatic emails to absent students, and have class or
group discussion forums” (Engebretson, 2010, para. 3). General educational apps from various
authors can be downloaded by students and can be very beneficial. Apps in English language
arts; mathematics; science; history and geography; language development; art, music, and
creativity; reference, productivity, and collaboration; and accessibility could all play significant
rolls in many educational venues (Apple, 2012).
Cons of the Issue
Direct quotations require the listing
of the author(s), year of publication,
and the page or paragraph number.
As with any improvement to a system, there are difficulties and obstacles to overcome.
One issue that surrounds using mobile apps in education is that educators are trying to fit the
apps into the traditional, centuries’ old version of teaching (Olavsrud, 2011). This is like fitting
a square peg into a round hole, and less tech-savvy educators would rather not have to deal with
yet another technological advancement. Within learning institutions, having apps that are usable
on a variety of systems is also an obstacle (Olavsrud, 2011). Students and educators are using
varying devices and systems, and apps need to be able to work efficiently across all these
systems. Long writing assignments are also difficult to accomplish through an app on a phone or
tablet. Although shorter discussion forums work well, most would agree that essays and any
kind of creative design are too complex to work out on a mobile device. Security issues also
have to be recognized and dealt with, especially “compliance with the Family Educational Rights
If a quote is not a complete thought and
is used as part of sentence, the quote will
NOT begin with a capital letter.
INTEGRATION OF MOBILE APPS INTO EDUCATION
This is another way to cite a direct
quote when using the author’s 4
name within the sentence.
and Privacy Act (FERPA) pertaining to student records” (Olavsrud, 2011, p. 22). Quillen (2011)
also explains that there are not many apps out there that have “content designed to fit the face-toface classroom” (p. 16). Most apps designed to run on hand-held devices do not let teachers
monitor student progress or save student data.
Academic writing does not include 1st
person (I, me, my) unless the
My Position on the Issue assignment requires personal opinions.
As an educator, I want to use anything that will benefit my students. Looking at the
overwhelming advantages of mobile apps and their potential use within academia, I believe they
will become an important asset to education. I would like for my GED students to be able to use
mobile apps to help them succeed in their test preparation. There are not any adult basic
education apps, but there are some apps for basic subjects that could be integrated into our
curriculum. My students might work harder and more often if they could pull out their mobile
devices while waiting in the doctor’s office or in the car line and work on skills they need to
build in order to pass the GED exam. Whether for GED, K-12, or higher education, mobile apps
can be an unparalleled resource for educators and learners alike.
If someone were marketing a fantastic new brand of sneakers, he or she would study
demographics and put ads in places where the population is more apt to purchase the sneakers. If
someone running a restaurant was going to add a new sandwich to the menu, he or she would
add something people really liked to eat. Why is education any different? We need to take
education to where the students are. Among 18 to 24 year olds in America, 67 percent own a
smartphone (Lytle, 2012). Students want to have access to their technology no matter where
they are. Giving them access to their classes on their mobile devices just makes sense.
The world of mobile applications is the new frontier (Quillen, 2011). As educators
explore it, they will find even better ways to use apps to facilitate learning. As educators begin
INTEGRATION OF MOBILE APPS INTO EDUCATION
5
to deal with those pesky obstacles they encounter, they will learn how to overcome them. Some
inventive software has already been developed by LanSchool Technologies (Quillen, 2011). To
combat the issues involving teachers not being able to access data from student’s work on apps, a
certification procedure has been implemented for apps. Apps qualifying for certification give
codes to teachers for them to be able to access student progress and usage (Quillen, 2011).
Mobile apps can transform how students learn. As Mike Pennington so succinctly says
(as cited in Walker, 2012), “Schools need to embrace mobile technology and mobile learning.
Students live in this world. These devices belong in the classroom” (para.3). Whether it is
allowing college students to save money by not having to buy expensive $100 scientific
calculators (because the app is only $1.99!) or letting GED students practice basic algebra, apps
can be unparalleled learning resources. It is predicted that in the next five years, smart phones or
tablets will be in the hands of every student in the United States (Walker, 2012). Because of this,
using mobile apps in education seems to be inevitable.
If a quote is a complete thought,
it will begin with a capital letter.
INTEGRATION OF MOBILE APPS INTO EDUCATION
References
The word “References” should
be centered at the top of the
page and is not boldface.
6
Apple. (2012). iPad in education. Retrieved from http://www.apple.com/education/ipad/appsbooks-and-more/
Engebretson, J. (2010, February 3). Universities log on to hand-held mobile apps. Retrieved from
http://connectedplanetonline.com/topics/distance-learning/universities-hand-held-mobileapps-0203/index1.html
Lytle, R. (2012, September 21). 5 apps college students should use this school year. U.S. News &
World Report. Retrieved from http://www.usnews.com/education/bestcolleges/articles/2012/09/21/5-apps-college-students-should-use-this-school-year
Olavsrud, T. (2011, June 20). Colleges deploying mobile learning apps. Retrieved from
http://www.schools.com/articles/colleges-deploying-mobile-learning-apps.html
Quillen, I. (2011). Mobile apps for education evolving. Education Week, 04(02), 16-17.
Retrieved from http://www.edweek.org/dd/articles/2011/02/09/02apps.h04.html
Walker, T. (2012). Get smart! Using mobile apps to improve your teaching. NEA Today
Magazine. Retrieved from http://www.nea.org/home/41992.htm
Zawicki-Richter, O., Brown, T., & Delport, R. (2009). Mobile learning: From single project
status into the mainstream? European Journal of Open, Distance and E-Learning.
Retrieved from ERIC database.
This is an example of a reference list. All text citations must
have a corresponding entry on the reference list.
It is formatted with a hanging indent and double-spacing.
King Saud University
College of Languages and Translation
Department of English and Translation
Research Methods (ENGT 244) w/ B. Al Thowaini
Instructions: Read the file entitled “Formal
outline: From A to Z” before completing this
worksheet. Check your notes from Week 6 and
the outline in the “Formal outline: From A to Z”
file for an example of a completed outline.
Title:
Topic:
Project Purpose:
I.
Introduction
A. Attention grabber
B. Introduce your topic
C. Thesis Statement and main points.
II.
First Body Paragraph (1st main point)
A. Topic Sentence. Do not use a source in this statement.
B. Expand and give specific details
C. Support materials/Evidence ? e.g., Quote from texts; examples; statistics;
D. Discuss the supporting materials and connect them to the main point of the essay.
III.
Second Body Paragraph (2nd main point)
A. Topic Sentence
B. Expand and give specific details
C. Support materials/Evidence ? e.g., Quote from texts; examples; statistics;
D. Discuss the supporting materials and connect them to the main point of the essay.
IV.
Third Body Paragraph (3rd main point)
A. Topic Sentence
B. Expand and give specific details
C. Support materials/Evidence ? e.g., Quote from texts; examples; statistics;
D. Discuss the supporting materials and connect them to the main point of the essay.
V.
Fourth Body Paragraph (4rd main point, if applicable)
A. Topic Sentence
B. Expand and give specific details
C. Support materials/Evidence ? e.g., Quote from texts; examples; statistics;
D. Discuss the supporting materials and connect them to the main point of the essay.
VI.
Conclusion
A. Main idea/Restate thesis
B. Summarize supporting reasons
C. Concluding remarks/thoughts
References
King Saud University
College of Languages and Translation
Department of English and Translation
Research Methods (ENGT 244) w/ B. Al Thowaini
Homework assignment: My reliable sources
Instructions: List a minimum of seven sources that you have found for your research project and
annotated bibliography. All sources must be reliable and relevant to your research project. If you’re
not sure of the credibility of these sources, review LMS for instructions on distinguishing between
reliable and unreliable sources.
Requirements:
1. All sources must be reliable.
2. List 7 sources.
3. A minimum of two sources must be books or book chapters.
4. A minimum of two sources must be academic journal articles.
5. Although we have not discussed APA referencing yet, try reporting your references using
APA style (using, for example, https://www.calvin.edu/library/knightcite/index.php).
Source
Number
Source
Source
Type
Where have you
found it?
Did
you
read it
yet?
e.g., SDL, Google,
Google Scholar, Central
Library, recommended
reading from Dr. X
Example
Alqarni, I. R. (2017). Saudi English Major
Freshmen Students’ Vocabulary Learning
Strategies: An Exploratory Study.
International Journal of Applied Linguistics and
English Literature, 7(1), 141-145.
Journal
Article
SDL
Yes
1
Bowker, L. (2002). Computer-aided
translation technology : A practical
introduction. Retrieved from
https://ebookcentral-proquestcom.sdl.idm.oclc.org
book
SDL
NO
2
Vasconcellos, M. (Ed.). (1988). Technology
as translation strategy. Retrieved from
https://ebookcentral-proquestcom.sdl.idm.oclc.org
Book
SDL
no
Joutnal
artical
SDL
no
3
•
Bourne, D. M. (2014). How will the use
of technology in translation and testing
affect language learning? Lingua
Cultura, 8(1), 22-28.
doi:10.21512/lc.v8i1.438
4
•
Tian, K. (2014). Research on machine
translation technology in english
translation process.Applied Mechanics
and Materials, 687-691, 1210-1213.
doi:10.4028/www.scientific.net/AMM.6
87-691.1210
Journal
artical
SDL
no
5
•
Mellinger, C. D., & Pokorn, N. K.
(2018). Community interpreting,
translation, and technology.Translation
and Interpreting Studies, 13(3), 337-341.
doi:10.1075/tis.00019.int
Journal
artical
SDL
no
6
•
Wu, Y., & Pan, Q. (2013). On the
development of translation
technology. Theory and Practice in
Language Studies, 3(12), 2240.
doi:10.4304/tpls.3.12.2240-2244
Journal
artical
SDL
no
7
•
Olohan, M. (2011). Translators and
translation technology: The dance of
agency. Translation Studies, 4(3), 342357. doi:10.1080/14781700.2011.589656
Journal
article
SDL
no

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