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Integration of Mobile Apps into Education
Student Name
Columbia Southern University
Course Name
Instructor Name
Date

SAMPLE RESEARCH PAPER
APA 7th edition allows for a variety of different font choices
for papers. Options include Times
New Roman (size 12), Calibri (size 11), Arial (size 11), Lucida
Sans Unicode (size 10), and Georgia
(size 11). This example paper is written in Times New Roman,
size 12. The same font and font
size should be used throughout the entire paper.
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
in order to enhance the learning
experience (Wankel &Blessinger, 2013). The question for
educators becomes whether mobile
apps are valid and valuable tools or are just unneeded additions
to their curriculums. Educators
should use any tool that will benefit the learners, including
mobile apps.
Pros of the Issue
People 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. Wankel and Blessinger (2013)
discuss the flexibility of mobile

learning. Learners can access the information anywhere. This
gives the learner more control.
Ahmed and Kaur (2017) list one benefit as being the game-like
quality of apps, which may make
learning seem more interesting. Roy (2017) also mentions
games as a benefit because they
provide the information in a new way. Looi et al. (as cited in
Ahmed and Kaur, 2017) argue that
mobile apps might help students connect with each other by
allowing them to discuss their
experiences, which will make the learning more student-
focused.
The full title of the
paper is repeated here,
bolded and centered.
When paraphrasing
information, text citations
should include the author(s)
and the year of publication. If
no year is available, use n.d.
for no date within the
parentheses.
This is a level one heading. It
should be centered and bold.

This is how you cite a secondary source. It shows that Looi
et al. was cited in the article by Ahmed and Kaur. This is
how to use the ideas of Looi et al. and still give credit to
Ahmed and Kaur, who are the authors of the article.
3
Cons of the Issue
As with any improvement to a system, there are difficulties and
obstacles to overcome.
One issue that surrounds using mobile apps in education is
whether or not allowing mobile apps
in the classroom will lead to distracted students. If students are
distracted by the apps, they might
not recall the material (Gautum, 2018). Mobile apps being used
in education could also be a
concern due to the increased screen time of the users. Another
concern is whether using apps will
foster a deeper reliance on technology, which leads to questions
about whether students will be
able to solve problems that do not involve technology (Gautum,
2018). Quillen (2011) also

explains that there are not many apps out there that have
“content designed to fit the face-to-face
classroom” (p. 16). Most apps designed to run on hand-held
devices do not let teachers monitor
student progress or save student data.
My Position on the Issue
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 General Education
Development (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 w aiting
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.
Academic writing does not
usually include 1st person (I,
me, my) unless the assignment
requires personal opinions.
If a quote is not a complete thought and
is used as part of sentence, the quote will
NOT begin with a capital letter.
4
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. Education should not
be any different; educators 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
to deal with those pesky obstacles they encounter, they will
learn how to overcome them.
Quillen also mentions that inventive software has already been
developed by LanSchool
Technologies. 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).
To combat the issues of distracted learners and overreliance on
technology mentioned by
Guatum (2008), parameters can be set by the educators. Using
the apps in the classroom does not
necessarily mean that only the apps will be used. Educators can

combine the apps with their
other teaching techniques. The positives of using the apps
should not be overlooked because of a
concern of overreliance on technology. The use of technology
can be balanced with other
methods.
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.
If a quote is a complete thought,
it will begin with a capital letter.
5
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.
6
References
Ahmed, N., & Kaur, G. (2017). Opportunity analysis of
educational mobile app to provide higher
education in rural India. Abhigyan, 35(1), 35-46.
Gautum, P. (2018, November 23). What the advantages and
disadvantages of mobile learning
are. eLearning Industry.
https://elearningindustry.com/advantages-and-disadvantages-of-
mobile-learning
Lytle, R. (2012, September 21). 5 apps college students should
use this school year. U.S. News
& World Report. http://www.usnews.com/education/best-
colleges/articles/2012/09/21/5-

apps-college-students-should-use-this-school-year
Quillen, I. (2011). Mobile apps for education evolving.
Education Week, 04(02), 16-17.
http://www.edweek.org/dd/articles/2011/02/09/02apps.h04.html
Roy, S. (2017, August 26). 5 benefits of using mobile apps in
education. eLearning Industry.
https://elearningindustry.com/mobile-apps-in-education-5-
benefits
Walker, T. (2012). Get smart! Using mobile apps to improve
your teaching. NEA Today
Magazine. http://www.nea.org/archive/41992.htm
Wankel, L. A., & Blessinger, P. (Eds.). (2013). Increasing
student engagement and retention
using mobile applications: Smartphone, Skype, and texting
technologies. Emerald Group
Publishing Limited.
The word “References” should be
centered at the top of the last page,
boldfaced.

If you have any questions
about your references page, refer to
the APA Citation Guide.
mobile-learning
mobile-learning
http://www.usnews.com/education/best-
colleges/articles/2012/09/21/5-apps-college-students-should-
use-this-school-year
http://www.usnews.com/education/best-
colleges/articles/2012/09/21/5-apps-college-students-should-
use-this-school-year
http://www.edweek.org/dd/articles/2011/02/09/02apps.h04.html
https://elearningindustry.com/mobile-apps-in-education-5-
benefits
http://www.nea.org/archive/41992.htm
http://www.columbiasouthern.edu/downloads/pdf/success/Citati
on-Guide
http://www.columbiasouthern.edu/downloads/pdf/success/Citati
on-Guide
MGT 2301, Intercultural Management 1
Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to:
1. Explain how the economic environment of the company
affects decision-making.
1.1 Describe how a market economy interfaces with the cultural
environment of a populated area.
2. Compare human values that affect job behaviors.
2.1 Determine relevant factors that affect marketing of a
product in any culture.
4. Examine the influence of culture on business goals.
4.1 Categorize business cultures of a country for the
introduction of a product.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 4
Unit IV Scholarly Activity
2.1
Unit Lesson
Chapter 4
4.1

Unit Lesson
Chapter 4
Required Unit Resources
Chapter 4: Communicating Across Cultures
Unit Lesson
Communicating Skills for In-Country Personnel
In Unit II, you selected a populated area to serve as a test
market. In Unit III, you reviewed different methods
for introducing products in foreign markets and cultures. For
this unit, we will continue to review the test
market’s culture and subcultures to establish the best way to
communicate with in-country staff, agencies,
and customers. As you work through the aforementioned
elements, keep in mind that the goals of this section
are to continue studying the selected culture and subculture on
how to best use the market for the selected
product in the populated area.
Communication Skills: Verbal, Written, and Nonverbal
Any research procedure is acceptable on any topic presented in
an academic or business environment if it is
supported by viable and current source material.
Communication skills are required by all members of the in-
country team, and the three styles are verbal, written, and

nonverbal. All are equally important. Many of the
needed communication skills are inherent in Western culture,
but a number of skills are not. The issue is
further complicated by countries that have multiple major
cultures and subcultures. For example, without
having been to or having studied Spain, one would think
Spaniards are composed of a homogeneous culture.
This assumption would be wrong. Spain is divided into two
major cultures: Catalonians and Spaniards. The
languages and cultures are vastly different. In the case of Spain,
the verbal and written languages are
different, but the nonverbal communication is similar. When
comparing the different subcultures of Rio
UNIT IV STUDY GUIDE
Cultural Communications: Written,
Verbal and Non Verbal
UNIT x STUDY GUIDE
Title
Grande Valley Texans and New York City dwellers, the
language may be the same, but nonverbal
communications are vastly different.
In some countries, the communication methods differ by gender,
religion, and age. Gender and religion will be
easy to research for your in-country work, but age difference is

not readily explained. For example, in Japan,
executives over the age of 60 tend to be more formal in their
communication styles. For some, even their
offices are traditional (e.g., using tatami mats rather than hard
flooring). They also tend to have two reception
areas; one has a traditional Japanese tatami area, and one has
conference tables, chairs, and couches. As
the ancients leave the business world in Japan, the younger
generation will probably convert the tatami rooms
to traditional, Western-style offices. This contrast is provided in
this lesson as a reminder that, as an
intercultural manager, you must have prior knowledge of the
communication customs of any host country
executive before any form of communication takes place.
Sometimes, countries and cultures may be viewed as
homogeneous due to some forms of communication
that are utilized. For example, Latin American executives
traditionally do not discuss business when a guest
first enters their office. Now, this is no longer an absolute, but
it still prevails for senior executives. The
general custom is that the intercultural manager is escorted into
the executive’s office; the escort offers the
guest a beverage—normally coffee, which should not be
refused. Then the host executive and the guest sit
and discuss anything but business. The key is knowing who
initiates the business or purpose of the meeting;
the host has that privilege, and in order not to insult the host,
the guest waits. On rare occasions, the social
conversation lasts longer than one of the parties has set aside
for the meeting. Only the host can indicate that
the meeting is to reconvene at a later time or date.
Notwithstanding the Western tendency to fell the pains of
wasted time, the guest must never indicate any displeasure over
not getting down to business.

The example above will probably not be found by research;
some of the more esoteric communication
customs must be learned from those who have gone before. One
major source of these nuances of
communication comes from repatriated intercultural managers
when they are debriefed upon return to the
home office.
Verbal
On the surface, verbal communication appears to be the easiest
to master. What is generally not analyzed is
how perfect the mastering of a host country’s language should
be. There are three possible levels that need
to be considered before initiating or contracting for language
training. The three levels are native language
skills, polite language skills, and no language skills.
For native language skills, the most cost effective is to retain
the services of a skilled native language
executive. If sufficiently qualified, the executive may be a part
of the intercultural management team. If not,
the native speaker can serve as an interpreter for the other
levels.
A non-language-skilled team member, in some countries, can
function efficiently because the host country’s
culture uses English as a business language. In these countries,
when visiting the host country’s executives
and managers, it is polite to let the host know (for first visits)
that the visiting team does not speak the host
country’s language. The host executive will either be bilingual
or have an interpreter available.
Most in-country team members are socially bilingual. This
includes greetings, health inquiries, and admiration

statements for extended hospitalities. When necessary, a
translator for the actual business discussions will
either accompany the team member or be provided by the host
business.
Written
Written documents require the utmost care when they are
written in the host country’s language. For
example, letters written in Spanish tradition start off with what
the Spanish refer to as flowers; in English, this
would translate to starting off the letter with compliments.
Although this may no longer be a custom, it is
important to obtain samples from the host country’s team. Once
you have their format, use it as a template.
The next issue is deciphering the language to use when writing
documents. Research will probably not help
with this issue; the recommended solution is to have a bilingual
staff person call on the host company’s staff
persons to ask if there is a preference. If possible, repatriated
intercultural managers will have the answer, so
UNIT x STUDY GUIDE
Title
this question should be asked in the debriefing. If the
repatriated manager is staying with the organization,

then the methods of communication for the host country can be
reduced to writing for the future.
Writings generally have three formats: casual, business, and
contractual. Traditionally, casual writing is
written by hand. The host country’s tradition may be identified
through research, but the best way is to have
staff persons contact their counterparts in the host organization.
Once again, repatriated intercultural
managers will generally have the answer for this issue. In some
countries, such as Bolivia, calligraphers were
used for casual letters. Failure to understand the protocol could
be embarrassing for both organizations.
Business letters written in English need only follow the
organization’s head office procedures. If a translation
is necessary, it should be an exact translation. For example, “go
jump in the lake” would be translated to a
phrase on point but with the word “lake” would probably
something else. Another nuance of business writing
is deciphering whether to include a requested deadline for a
response. Normally, as a cultural courtesy, it is
best to assume the receiving party will respond in accordance
with their custom and in a timely fashion.
Contractual documents should be left to the organization’s
counsel. In most countries, duplicate documents
are executed in the language of each party. See the example
below.
AFFAIRE RELATIVE A LA DE`NONCIATION DU TRAITE`
SINO-GELGE DU 2 NOVEMBRE 1865
DENUNCIATION OF THE TREATY OF NOVEMBER 2nd,
1865, BETWEEN CHINA AND BELGIUM

Nonverbal
One of the most obvious non-verbal communications is the
handshake. Just imagine some variations such as
pressure (how much or how long), who offers first, and whether
to offer. As will be noted throughout this
course, the goal is not to memorize all nuances of every cultural
norm for all cultures in the world. The task is
to develop skills to understand the cultural norms for any
country or culture to which you are assigned.
For example, when in Israel, men should not offer a hand to
females and Jewish women never touch a man
who is not in their immediate family. In this unit, select a
culture of interest and determine what cultural
requirements should be adopted for the research.
Research
For this unit’s assignment, it would be best to access your host
country’s website. Most will have some form
of database concerning the three communication methods
described above. Use the host country’s website to
find other sources on these issues. When taking notes from the
sources, be sure to extract information for all
three methods and various subsets, such as gender, age groups,
cultural groupings, economic brackets,
family communications, and business. Practice documenting the
aforementioned information, so once you
have a real-world need, the tasks will be completed faster and
more efficiently.
Sources

In today's world, there is no limit to finding sources; the
researcher’s goal is to separate the viable sources
from the unviable ones. Probably every intercultural manager
doing research has a cadre of methods. Viable
sources can be found through many mediums. Consider the tools
listed below:
• search engines, such as Google or Yahoo;
• family of databases, such as InfoTrac;
• scholarly databases, such as NexisUni;
• database vendors, such as EBSCO;
• newspapers and magazines; and
• the CSU Online Library for academic works and databases.
Tip: When you find a viable resource, it can be beneficial to
review the sources that were used to compose
the work. This can lead you to other viable sources.
Discussion Boards
UNIT x STUDY GUIDE
Title
As a part of this course, the Discussion Board forum provides a

platform for sharing research techniques and
sources with your classmates. The purpose of this is to simulate
what happens in host country organizations
and associated cultures.
Suggested Unit Resources
In order to access the following resource, click the link below.
The following resource was included as a part of your required
resources in a previous unit. Review the
Sample Research Paper, which demonstrates how to correctly
format an assignment using APA Style.
http://libguides.columbiasouthern.edu/ld.php?content_id=17101
602Course Learning Outcomes for Unit IVRequired Unit
ResourcesUnit LessonCommunicating Skills for In-Country
PersonnelCommunication Skills: Verbal, Written, and
NonverbalVerbalWrittenNonverbalResearchSourcesDiscussion
BoardsSuggested Unit Resources
Part I: Instructions
Document your methods and techniques for acquiring
information for a host culture’s written, verbal, and nonverbal
communication methods.
Your journal entry must be at least 200 words in length. No
references or citations are necessary.
Part II:InstructionsResearch and Review of the Culture or
Subculture’s Written, Verbal, and Nonverbal Communication
Styles

Review the styles of written, verbal, and nonverbal
communications used within your chosen culture or subculture.
Your reasoning must be supported by your review and analysis
or arguments of current and viable sources. Each of the methods
of communication must be treated separately in your paper.
Your submission must be a minimum of two pages in length,
although you should not limit the thoroughness of your research
and discussion based on this minimum requirement.
For example, find source documents that describe a culture or
subculture of your choice. If selection is Mongolians, then you
would want to find sources on how in Baocheng, they trade
livestock: what currency is used? How do they determine a fair
trade or price? What language is used: Mandarin, Oirat or
Burat? Once you have multiple sources, then you can complete
Sections II and III.
Adhere to APA Style (7th ed.) when constructing this
assignment, including in-text citations and references for all
sources that are used. Remember that your readers must
understand what writing comes from your brain and what
information comes from your sources.
Use the following format for organizing your submission.
Restate the issue fully. Thoroughly identify courtesies,
behaviors, and customs of the subcultures. Generally, no in-text
citations or sources are needed for this section.
After you have completed your research, document your
findings as related to the issues identified above. Provide your
readers with the information and data (e.g., charts, graphs) to
support your analysis and arguments. In this section, you will
need in-text citations and references, which should be formatted
using APA Style (7th ed.).
Using the material presented in Section II, analyze and argue all
possible sides of the possible courtesies, behaviors, and customs
as you feel are necessary. Focus on trying to make good cases
for choosing different solutions.
Provide your readers with your recommendations and
conclusions.

Each of the four sections will need a heading. Use the Sample
Research Paper as a guide.

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