To: SGA Technology Coordinator, Andrew McKittrick
Date: October 30, 2016
Subject: Proposal to Research a Using Technology Course for Kansas state university
Proposal to Research a Using Technology Course
Here at Kansas State we are looking to better our university with the 2025 Vision. This vision has clear goals of advancing in regard to technology and diversity (“2025 Visionary Plan Kansas State University”). Our team wants to research different opportunities Kansas State could pursue to provide more basic technology knowledge. This would be focused toward students that lack technical skills to perform well in their classes. Since our students come from a wide variety of different educational backgrounds and experiences, some of them have not had the opportunity to learn technology terms and techniques necessary to be successful. Providing these services could give everyone the chance to succeed. This proposal includes problems current students lacking experience with technology face and information on what different types of learning opportunities we will research.
We must understand that many people have not grown up with steady access to technology. Often times, they aren’t comfortable with using it in a classroom setting. If someone decides to attend college later on in life, the technology courses they took in high school do not apply to what is taught in the classroom today. On average 23% of people 36 or older didn’t have access to a computer in their home growing up (“Executive Summary, Teachers Tools For The 21St Century: A Report On Teachers Use Of Technology”). Although there aren’t a large number of older students, situations like theirs could deter non-traditional students from attending Kansas State. These individuals face a roadblock of not only spending time learning class materials but educating themselves on technologies used in the classroom, like K-State Online.
We are concerned about the effectiveness of resources provided by Kansas State to address students that struggle learning elementary computer skills. A lack of computer literacy causes students to have difficulty with coursework that is in an online format (Kumar). Our university has increased hardware to present materials and online programs for supplemental coursework giving more students access to technology. Providing more resources doesn’t teach our students how to use them. In addition, we must make it a priority to ensure that our graduates remain increasingly competitive in the modern job market and the society at large.
Our next step would be presenting a formal report on the research we want to conduct. This will include the benefits and consequences of having different technology education programs in place, how other universities have addressed this problem, and how to best ensure students are able to take advantage of these opportunities. We will do this by looking into articles written by academics discussing different styles of teaching as well as reviewing what other universities have done to implement and promote these programs.
(First, we plan on investigating options to teach students the necessary technology skills. The objective of this research is to establish an effective mode of imparting skills on the students. Therefore, we will compare the different approaches proposed by scholars and other proven alternatives from various institutions, such as online learning studies developed by Center for Technology in Learning (Means et al. 9-15). Currently virtual or online learning methods, blended learning methods, open educational resources, and digital resources are all commonly used methods of using technology in teaching and learning (“Use Of Technology In Teaching And Learning | U.S. Department Of Education”). In additions to the set of educational technologies, this study is about to reveal the tutor’s role in technology education as it is most essential aspect (Duncan and Culatta 26-37). It is anticipated that this research will provide actionable and cost-effective recommendations on the most efficient and effective methods of teaching technological skills.)
Basically my paragraph was talking about :
Different method of learning and teaching technology .
Statistics including marking with personal decision factors and consumer view the marking .
Two sources with quotation and page number
Follow the sample format (same format)
The requirements or guideline:
· Is the section targeted to a specific and relevant audience?
· Does the section include research?
· Does the document use reasoning that will appeal to this audience?
· Does the document integrate evidence and research in a way that will appeal to the audience?
· Does the document explicitly explain how this research connects to the company and its needs and values?
· Does the document use concise writing strategies?
· Does it use parallel structure in lists (including within sentences)?
· Is it too wordy?
· Does it avoid vague terminology that the audience might be unfamiliar with?
· Is the document easy to read?
· The author may or may not use multiple paragraphs depending on the audience’s needs; you may suggest breaking up large paragraphs to ease readability.
· Does the author use consistent formatting strategies?
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· Is the tone appropriate for a workplace’s head, supervisor, and/or employees?
· Does the tone create a positive impression of the author?
· Does the document meet the styles on the assessment page?
Editing and Proofreading
· Does the document use correct spelling and grammar?
· Does the document appear polished?
· If not, what can the author do to improve their work?
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