1) The document discusses how Vygotsky's sociocultural theory of development can guide the use of technology in teaching immigrant and English language learners. 2) It notes that the number of English language learners in US classrooms is rapidly increasing as the number of immigrant students grows. 3) Vygotsky's theory emphasizes that social interaction and culture play important roles in cognitive development, and that instruction should be tailored to students' zones of proximal development to help them progress to more advanced levels.

1. SAMPLE GED 501 RESEARCH PAPER
Technology Based Education: How can theories of learning
and/or development be used to guide the use of technology in
schools?
Introduction
Twenty first century learning environment is no longer a goal,
but an educational reality. We are deep into the midst of a
paradigm shift that spans across our entire globe. The
technology we live with as a society has exponentially grown at
an increasingly rapid rate. This is illustrated from the
integration of computers in every facet of our lives. This
includes televisions, phones, cars, and even coffee makers
which all contain a microprocessor, they all think. Even more
startling is how connected we all are. Access to information is
available at a finger’s touch. We can connect to people, we can
shop, and ask for directions from anywhere at any time. We are
tethered to the world by social media such as Facebook. Google
has mapped out the entire earth. We can send a text message
from the middle of Antarctica. Even more startling is how
corporations and the government collects data as they track our
ever movement as we go online. All this is reflected upon
education, which mirrors this new 21st century society. No
longer is the classroom isolated from the world, but it too is
connected. Learning technology is critical more than ever
because it impacts skills and productivity (Hall, 2011) for both
the student and the teacher.
Background
Incorporating technology into the classroom has been around
since computers were invented, but it has been only recently
been the norm in the last few years. This revolution no more
pointedly reflected in our education system, than it is today.

2. Johri (2011) states that although digital information
technologies in education has become commonplace, there are
few guiding frameworks or theories that explains the
relationship between technology and learning practices. Bennett
and Oliver (2011) share that view. Research has focused on
practical implementation versus the theory and application of
the technology. They explained once theories are developed, a
better understanding of effective technology based pedagogy
would occur.
Technology in Education
I believe however, all the theorists play well with technology.
Technology is merely a tool. Its strength is the ability to
facilitate. John Dewey is a prime example. He believed in
“learning by doing”. With an iPad there is an App where by
students are able to see the stars and the constellation. With the
use of satellites and GPS held within the piece of technology,
students are able to view exact locations of stars. Where the
iPad is directed in the sky, the stars would be in that location on
the handheld screen, no telescope necessary. The students
interact with the material to gain knowledge.
This is further illustrated by this second example. The best way
to learn about Mayan pyramids is to actually visit one in Central
America. With the use of laptops, students can connect to the
Discovery Channel, where they can stream content via the web.
It simulates actually visiting, where the students could be
learning first hand, virtually.
In special education, they have leverage the use of technology
to help students grasp concepts. For instance, Piaget talks about
Preoperational stage where motor skills are acquired. In our
special education class, one of instructor uses the iPad to
develop motor skills, as a desktop keyboard and mouse is too
difficult to use and conceptually understand. The undertaking of
typing and clicking is too far to bridge at this point for his

3. class. With the iPad, which is a simple interactive touch device,
I have observe students learning how to “touch” count, counting
by ones, twos, and threes using a pre-school App that uses
animated cartoon drawings (symbols). They begin to develop
their cognitive skills in the Pre-operational stage and develop
the use of logical thinking. The child performs an action, which
has an effect on or organizes objects, and the child is able to
note the characteristics of the action and its effects.
This is a phenomenal leap with regards to access. Though
education typically lags behind the technological societal
norms, if you take a look at the average classroom you can
make a distinction between what it looks like just 10 years ago.
In today’s class you will find a teacher with a portable
computer, a projector, document reader, wireless printer.
Connecting to the net using wireless broadband access, the web,
and using email are standard practice. More and more classroom
has access to laptops, iPads, and SmartBoards. Teachers will
use YouTube, Google Maps, to supplement and enhance their
lessons. Moreover, they will and are beginning to utilize on a
daily bases Apps, stream multimedia rich content, online classes
and do assessments online. In the next few years, the state will
begin to deploy state standardized test online.
Courville (2011) supports these points through his article
Technology and its use in Education: Present Roles and Future
Prospects, outlining many of these examples. He further
expands by adding professional development. No longer will we
need to physically bring or go to experts, rather they will
connect via the net using such programs as Skype. This creates
a new kind of opportunity to form collaborative groups and
Professional Learning Communities.
With the emergence of blended learning, I foresee the iPad and
iPad like devices supplanting textbooks. Apple and major
publishing houses have already worked out the foundations to
have interactive textbooks available to use on the new touch
devices. “Technology is either a replacement or a substitute for
an already existing function within the education process,”

4. states Johri (2011, p. 210).
Incorporating the use of technology biggest benefit is the use of
data. The mere fact that we input grades, take attendance,
submit referrals online offers a wealth of information to be
collated and sorted. Used in conjunction with other data, can
offer and target students for services such as EL classes,
Algebra instead of Algebra-readiness, Magnet programs,
intervention classes, etc. It helps to justify, scale back, or cut
programs. Moreover, it can help to evaluate teachers, such as
the value added model employed at many school districts.
Technology and Educational Theories
With that said, this new digital age, old theories of learning
change and are evolving, giving way to new emerging theories.
Among them is Connectivism. It is based upon the premise that
knowledge exists rather than just in the individual. It bears
similarities to Vygotsky’s Activity theory and Bandura’s Social
Learning Theory. Siemen’s, a professor and modern theorist,
poignantly explains this in his article Connectivism: A Learning
Theory for the Digital Age. Old theorist never had to connect to
the web to collaborate, stream media for the latest lesson, or
post homework. The principal is based upon several factors,
among the most important are:
· Learning and knowledge rests in diversity of opinions.
· Learning is a process of connecting specialized nodes or
information sources.
· Learning may reside in non-human appliances.
· Capacity to know more is more critical than what is currently
known
· Nurturing and maintaining connections is needed to facilitate
continual learning.
· Ability to see connections between fields, ideas, and concepts
is a core skill.
· Currency (accurate, up-to-date knowledge) is the intent of all
connectivist learning activities.

5. · Decision-making is itself a learning process. Choosing what to
learn and the meaning of incoming information is seen through
the lens of a shifting reality. While there is a right answer now,
it may be wrong tomorrow due to alterations in the information
climate affecting the decision.
The theory is based upon Behaviorism, Cognitivism, and
Constructivism, however realizes the limitations given this new
digital environment. It raises the fact that learning is no longer
liner, that technology performs many cognitive operations (such
as storage and retrieval of information), that we must stay
current in rapidly evolving environment, chaos as a learning
process, and interconnectivity from a variety of sources as a
way of learning (Siemens, 2005).
Fox-Turnbull (2011) shares in a constructivist approach.
Modeling and scaffolding have been the bases of traditional
learning. The teacher employs this strategy and techniques to
explicitly share knowledge. This is supplemented by
scaffolding, the process that gradually increases the competence
of the students. He conveys that technology in the classroom
should not be the focus, but rather a “vehicle” for learning from
which engagement is “ worthwhile exploration of meaningful
content that relates to and extends life experiences and
understanding of the world.” (Fox-Turnbull, 2011) As a
constructivist, in technology education, students are given
authentic opportunities. Inquiry learning is an approach that
lends itself to the authenticity of technology in education. Fox-
Turnbull ultimately expresses, that the technology is a tool like
textbooks, paper, pens, it’s how you utilize it in practice that
makes the difference.
Other various theories of learning can be applied to this new
modality. Mobile learning has a promising future as a field of

6. study. In related literature, there are many different approaches,
theories and practices. Keskin and Metcalf (2011) explain that
behaviorist learning can be applied. English learning
applications such as text messaging, using voice recorders, and
mobile response systems can be used where information and
content can be delivered through mobile devices. With regards
to language learning, tests, quizzes, listening-practice speaking
can be used, drill and feed back, mobile response system can
deliver content by text messages. Response and stimulus are
reinforced by appropriate reinforcement.
Conclusion
So how would a specific theories guide the use of technology at
school? To state that would imply the technology drives the
theories. It is my belief theories of learning are still predicated
upon human psychology. In hindsight, it is the theories that
drive the technology, not the other way around. That is to say,
though technology is a game changer, it is no different from
when a text book, a pencil, a chalkboard, an overhead projector
were first introduced into the school landscape. It is an
evolution of tools in which the teacher utilizes to enlighten their
students. It may be revolutionary in the sense that no other
advances have been so powerful in changing the way we teach.
However, we are at the end, are still human and have always
learned the same way since the beginning. The truth really lies
in how the technology is being applied in the theories of
learning.
REFERENCES
Bennett, S., & Oliver, M. (2011). Talking back to theory: The
missed opportunities in learning technology research. Research
in Learning Technology, 19(3), 179-189.
Bell, F. (2011). Connectivism: Its place in theory-informed
research and innovation

7. in technology-enabled learning. International Review of
Research in Open and Distance Learning, 12(3), 98-118.
Courville, K. (2011). Technology and its use in Education:
Present roles and future
prospects. Online Submission. (ERIC Document No. 527339)
Eggen, P. & Kauchak, D. (2007). Educational Psychology:
Windows in Classrooms. Upper
Saddle River: New Jersey. Prentice Hall. [This is our text- it’s
the only book you are supposed to cite.]
Fox-Turnbull, W., & Snape, P. (2011). Technology teacher
education through a
constructivist approach. Design and Technology Education,
16(2), 45-56.
Hall, R. (2011). Revealing the transformatory moment of
learning technology: The
place of critical social theory. Research in Learning
Technology, 19(3), 273-284.
Johri, A. (2011). The socio-materiality of learning practices and
implications for the
field of learning technology. Research in Learning Technology,
19(3), 207-217.
Keskin, N., & Metcalf, D. (2011). The current perspectives,
theories and practices of

8. mobile learning. Turkish Online Journal of Educational
Technology, 10(2), 202-208.
Siemens, G. (2005). Connectivism: A Learning theory for the
digital age.
International Journal of Instructional Technology and Distance
Learning, 2(1), 3-10.
Remember that five articles is all you need. You shouldn’t be
citing any websites (unless it’s an article posted online) or any
books other than our text.
Chapter # 3
1. Geometry provide the building blocks for the engineering
design process.
2. Engineering geometry has to be referenced to coordinate
system in order to both define its from and relate to other
geometry
3. The right-hand rule is used to determine the positive
direction of the axes. To visualize the right-hand rule, make a
fist with the right hand, with the thumb pointing outward. The
direction the thumb is pointing indicates the positive direction
on the X axis. Straighten the index finger so that it is pointing
straight up, at 90 degrees to the thumb. The direction the index
finger is pointing indicates the positive direction on the Y axis.
Straighten the middle finger so that it is pointing forward, at 90
degrees to the index. The direction the middle finger is pointing
indicates the positive direction of the Z axis.
4. A straight line is generated by a point moving in a constant
direction.A curved line is generated by a point moving in a
constantly changing direction.
5. Parabolas and hyperbolas are used to focus electromagnetic
radiation.
6. A surface is a finite portion of a plane

9. 7. Square, rectangle, rhombus, trapezoid, trapezium
8. Circles of unequal radii which share the same center point
9. A line which touches a circle at one and only one point
10. used in the design of arched ceilings .
Chapter # 4
1. manifold object unambiguously divide a region into and
outside. Non manifold objects don't do this
2. CSG models use solid primitives and half spaces related by
Boolean operation in a binary tree date structure. B-rep models
define a solid region by surfaces, edges, and vertices.
Wireframe models don't define a volume, but describe just the
edges and vertices of a 3-D model
3. The three types of Boolean operations are Union, difference,
and intersection. Yes, the same final object can be derived using
Boolean operation in a different order.
4. Changes in geometry of a feature should create model
feedback or further changes in the model that reflects design
performance or Manufacturing constrains of the product.
5. With unidirectional associativity, the supporting application
date can be altered by changing the 3-D model, but not vice
versa. With bidirectional associativity, changes in either the 3-
D model or the date in the supporting application will affect the
other
6. In sweeping operation, a closed polygon, called a profile, is
drawn on a plane and is moved or swept along a defined path
for a defined length. Linear, revolved, path based, and blend
7. Sketch planes are elements of construction geometry used in
a 3-D CAD program to establish the position and orientation of
a feature. Five ways to define a sketch plane include: (1) with
respect to the default X-Y, Y-Z, or Z-X datum planes, (2) on the
surface of an existing feature, (3) parallel to and offset from an
existing feature or sketch plane, (4) at an angle to an existing
surface and edge, and (5) tangent to a surface.

10. 8. A child feature is defined relative to a parent feature through
geometric definitions such as constrains, alignment, or work
planes. Child features exist below their parent features on a
feature tree
9. Linear and radial arrays. Linear arrays need the number of
copies to be made in each of two orthogonal dimensions and the
offset in each of these dimensions. Radial arrays need a rotation
axis, radial distance from the axis, number of copies, and the
angular offset. pp. 178-179
10. Model ( object), viewer ( camera ) and projection ( view)
plane. Panning and zooming don't change the projection in
parallel projection
11. Child views are projected relative to the base view. For
example, a front view could be defined as the base view and the
top and side views created by rotating the viewpoint relative to
the front view.
12. Visual, kinematics, mass properties and ergonomics are
some examples. They don't all have to be use all of the time
13. 1virtual testing of manufacturing processes cuts down on
material waste, reduces troubleshooting time and frees up
production equipment
GED 501 SAMPLE RESEARCH PAPER
Application of Vygotsky’s Sociocultural Theory of
Development in

11. Teaching Immigrant and English Language Learners
Introduction
As a result of the rapid growth of immigrants entering the
United States in the 1990s, a growing number of English
language learners are also entering the classrooms (Eggen &
Kauchak, 2007). In the 2003-2004 academic year alone, the US
public school served more than five million English Language
Learners (ELLs). This number is rapidly increasing as it is
projected that by 2015, the majority of school aged children will
have a first language other than English. In the country, almost
500 languages are spoken at schools, Spanish being the most
common language spoken (Eggen & Kauchak, 2007). One in
every five children in California is children of immigrants
(Capps et al. 2006). The State of California houses the most
ELL students, accommodation 32 percent of the five million
ELLs in the nation. The population of ELLs has increased from
15 to 25 percent over the decade (American Institutes for
Research and WestEd, 2006). Furthermore, second generation
Americans encompasses about six percent of today’s student
population, and are the fastest growing segment of school aged
students especially in the high school level (Slama, 2012; Ruiz-
de-Velasco, Fix, & Chu Clewell, 2000). Of the second
generation population of Americans, almost 60 percent of them
are considered ELLs, thus, they are in need of specialized
language services (Slama, 2012).
With the growing number of ELL and immigrant children
entering American public schools, it is imperative that programs
are provided to assist them in acquiring proficiency in English
not only through standard conversational language but also
acquiring academic language. Programs must meet the needs of
these students because ELLs face a myriad of risk factors
(Slama, 2012; Eggen & Kauchak, 2007). A considerable number

12. of immigrant and ELL children come from impoverished
families with parents having no or very limited English.
Consequently, these factors impact students’ adjustment and
adaptation in the classrooms. ELL who do not acquire
proficient academic language skills in reading, writing,
speaking, and listening are at an elevated risk for school failure
especially dropping out of school or being categorized as
needing special education (Slama, 2012; Eggen & Kauchak,
2007). Consequently these students’ life trajectories are
impacted since education is the gateway for better paying jobs
and social mobility (Slama, 2012).
With multiple challenges faced by ELL population, especially in
transitioning and succeeding in mainstream classrooms, many
obstacles are also faced by the public school system especially
in meeting the needs of this diverse and heterogeneous
population. Further, research and data on immigrant children
are still limited, even though the population is rapidly growing.
Therefore, the need to understand and meet the needs of this
population has become more compelling. The heterogeneity of
the immigrant and ELL population has also made conventional
teaching strategies ineffective, thus, practitioners must explore
developmental theories as guidelines in developing proper
programs to ensure that the needs of these students are met. To
better integrate ELLs’ native language and culture in assisting
them in mastering the English language, exploring Vygotsky’s
sociocultural theory of development can provide instrumental
support and guideline in developing proper instructional
interventions to edify the way our public schools assist ELLs in
mastering the English language without negating their native
language and culture (Onchwari, Onchwari & Keengwe, 2008).
Background
Vygotsky’s sociocultural theory of development places great
emphasis on the fundamental role of social interaction and

13. language in an individual’s cognition. Therefore, culture and
the community are central in how children make meaning of the
world (Eggen & Kauchak, 2007; Onchwari, Onchwari &
Keengwe, 2008). Social interaction, culture and language are
essential in Vygotsky’s theory of development. Unlike Piaget,
Vygotsky believed that language precedes thoughts and learning
is a direct result of social interaction. Further, interactions
between More Knowledgeable Others (MKO) allow children to
make sense or understand things that they would not
comprehend independently. Therefore, the adults and the
environment impact children’s development by providing
direction, support, feedback, and guided communication. Higher
mental function is then achieved through interactions within the
sociocultural context or environment of the child. Vygotsky
viewed language as a means for learners to acquire knowledge,
make meaning of the world and communicate and reflect their
mental thoughts. Culture provides the framework for
development, meaning children develop intellectual adaptation
based on their specific culture. Thus, the cultural language is
the “tool” for children to receive and transmit knowledge from
and to the world (Eggen & Kauchak, 2007; Onchwari, Onchwari
& Keengwe, 2008).
There are two main principles of Vygotsky’s theory that play a
central role in how learning and development occur through
social interactions. Zone of proximal development (ZPD) is
determined by what a child can do independently and tasks that
a child can eventually achieve independently with the guidance
of a more knowledgeable adult or peer. Experts provide the
necessary assistance according to children’s ZPD to promote
learning through scaffolding. Scaffolding is the assistance
provided to help children progress to achieving a task
independently.
Since culture, language, and interaction are central in
Vygotsky’s theory of development, many aspects of his theory

14. are utilized in implementing instructional services for ELLs. In
addition, using Vygotsky’s theory, educators can learn how to
use immigrant students’ and or ELLs’ primary culture as assets
in learning the host language (English). Mastering English is
critical for the survival or success of ELL, thus, investigating
Vygotsky’s theory of development can be fundamental in better
accommodating the needs of ELL.
ELL Programs and Evaluating their Impact
ELL programs are especially designed to teach ELL English.
However, many of these programs vary significantly, thus, it is
imperative to investigate the strengths and limitations of each
one. Further, these ELL programs are a direct results of policies
enacted either by the state or federal government. In an attempt
to produce school reform and increase accountability, initiatives
such as Proposition 227, state’s class size reform efforts,
California’s Public Schools Accountability Act, and especially
the No Child Left Behind Act were passed. All these federal and
state laws have shaped ELL policy and practices in California,
findings indicating that NCLB and Prop 227 having the most
significant impact to English Language instructions. (American
Institutes for Research and WestEd, 2006). Proposition 227
considerably impacted placements and instruction for English
Language learners (ELL). Under this policy ELL are instructed
through SEI or sheltered/structured English Immersion
programs, which mean the majority of instructions, would be
given in English. After one year, EL students are then
transferred to mainstream English classroom (American
Institutes for Research and WestEd, 2006). The passage of
Proposition 227 has resulted to a substantial decrease in the
number of ELL receiving bilingual instruction. ELL receiving
ELD or English Language Development dropped from 30
percent to eight percent while the number of ELL receiving
SDAIE rose. Ultimately, the passing of Federal and state
accountability laws such as Prop 227 and NCLB has had the

15. greatest impact on the instructional methodologies imposed for
ELL (American Institutes for Research and WestEd, 2006).
Maintenance ELL Programs
Maintenance ELL programs provides bilingual instruction in
both the students’ native language and in English. They are
usually found in elementary level with a goal to build students’
ability to write, speak, and read in two languages. Instruction
provided is mostly in the students’ native language and then
transition to English as students become more proficient in
English. Maintenance ELL programs allows ELL students to
preserve and strengthen their native language, culture, and
heritage while learning English. However, implementing this
program serves as a challenge because not all students share the
same native language and it requires teachers to be bilingual
(Eggen & Kauchak, 2007, California Department of Education).
Transitional ELL programs
Transitional ELL programs provide structured English
instruction and provide support in the students’ native tongue.
These programs provide support on students’ native language
until students achieve mastery or proficiency in the English
language. Initially, students are taught in their primary language
and gradually transitioning to English in instructing reading and
writing. Issues with these programs are the time interval given
for students to transition from their primary language to
English. Often time, the transition period is too short, thus
students are not fully equipped to receive instruction in English.
Consequently, students risk losing their first language and home
culture. This can be detrimental as it can result to
communication gaps between parents who are non-English
speakers. Another disadvantage is it requires teachers to be
trained in students’ first language (Eggen & Kauchak, 2007,
California Department of Education).

16. ELL Pullout and Push In Programs
Students who are in pullout programs receive instruction in
English but receive supplemental support. Students that are
“pulled out” receive help both in classroom content and in
English development. Push In programs is when an ESL teacher
provides both English and native language support inside the
regular classroom. Pull out programs are easier to administer
when working with students from diverse linguistic
backgrounds. Disadvantages of Pullout programs are students
may not be equipped or ready for English instruction and it
risks segregating students (Eggen & Kauchak, 2007, California
Department of Education).
Sheltered English
Sheltered programs are also known as Specially Designed
Academic Instruction in English (SDAIE). It requires students
to be intermediate in English. Further, teachers are required to
be knowledgeable in ELL strategies and the subject content they
are teaching (Eggen & Kauchak, 2007, California Department of
Education).
Utilizing Sociocultural theory of Development in working with
Immigrant children and ELL
In order to accommodate the needs of ELLs and immigrant
children, it is crucial that educators first understand their
unique characteristics. Furthermore, they must seek
withstanding and relevant child development theories that can
serve as invaluable framework in developing appropriate
interventions to help these students succeed in the classroom.
One of these relevant theories is Vygotsky’s sociocultural
theory of development. Vygotsky’s theory can serve as a
foundation in better understanding immigrant and ELL children
and understanding how culture and language impact children’s

17. learning.
When children from linguistically and culturally diverse
background enter the classroom, their understanding of the
world is based on a set of beliefs and values from their home
culture. Thus, as Vygotsky emphasized, educators must take
into account their students’ past experiences. Onchwari,
Onchwari, and Keengwe (2008) argued that educators must be
culturally sensitive and aware of their students’ background in
order to successfully introduce new learning to them. Further,
they must strive to understand their students’ experiences and
what contributions it can make into the classroom. Teachers
must serve as a coach to these students, providing close
guidance as emphasized by Vygotsky’s concept of scaffolding
according to children’s ZPD. Lastly, educators can utilize
Vygotsky’s concept of cooperative learning by pairing children
from the same or similar culture. It has been proven that when
immigrant children work with other immigrant or more
knowledgeable peers, academic gains are achieved (Cole, 1996).
In conclusion, utilizing immigrant or ELL children’s families,
community, and peers can serve as a bridge in helping students
make meaningful connections between their native culture and
the host culture (Onchwari, Onchwari & Keengwe, 2008).
In the Araujo (2009) article, the author reviewed best practices
in educating and collaborating with English language learners
(ELL) and their families. She highlighted the growing ELL
population in the education system and the need to develop
partnerships with diverse families to garner academic and social
success. Thus, she emphasized the vital role educators and
schools have in the future success of students from
linguistically diverse families. She argued that in order for
schools to foster academic and social growth among ELL
students, effective practices and collaboration with families
must be centered in the understanding of conventional and
nonconventional interpretations of family school involvement.

18. She insisted that teachers must find instructional methods that
go beyond traditional teaching or classrooms based on White
middle-class norms. It is crucial that educators support the
learning of ELL students not with a deficit mentality but instead
valuing their students’ diverse cultures, knowledge, social class
and language as assets to build school success. Araujo
identified incorporating knowledge learned at home to schools,
utilizing cultural relevance in curriculum or teachings, effective
communication, and providing and accepting assistance as
practices literature found to foster success when working with
linguistically diverse students and their families. These
evidence based approaches are practices guided by Vygotsky’s
theory of development. Educators must utilize students’ culture
and home language as a means to educate ELL and making
learning of the new culture and the English language more
meaningful.
In the Mccafferty (2002) study, he investigated the role of
gesture in addition to speech in teaching and developing ELL
children’s ZPD. Findings suggested that gesture played an
important role in promoting language learning and creating a
positive bidirectional interaction between participants. This
supports Vygotsky’s argument that participation in social
interaction not only result in the transformation of resources
presented but all participants are also affected in the process.
This can be reflected in how immigrant children modify their
own ways to learn about the new culture but simultaneously
they transform aspects of the host culture (Mccaferty, 2002).
Lastly, the findings of this study suggest that ELLs who are
exposed to natural settings may gain better awareness in how
gestures can aid them in the overall process of learning another
language. Through gestures, ELLs may better understand the
language and better express themselves.
Conclusion
Working in a culturally diverse classroom infers that teachers

19. will interact with students from different backgrounds. The
awareness of the different theories can provide effective
framework in second language acquisition. As explained by
Vygotsky, being aware of the ZPD of a child can encourage
educators to develop a wide range of teaching approaches and
strategies in the classrooms to encourage children’s learning
based in their unique ZPD. For instance, educators can help
children move from their actual maturation stage to a higher
level of thinking or self regulation with the use of scaffolding.
This strategy is powerful in second language acquisition since it
helps students to achieve better comprehension with proper
guidance from an expert adult. Also, it is imperative for
teachers to use diverse educational supports such as visuals,
real life objects, manipulative or graphic organizers in helping
children in acquiring comprehensive inputs as well as affective
filters in order to foster security and trust.
References
American Institute for Research and WestEd (2006). Effects of
the implementation of
Proposition 227 on the education of English Learners, K-12.
California Department
of Education. (ERIC Document No. 491618)
Araujo, B. (2009). Best practices in working with linguistically
diverse families. Intervention
In School and Clinic, 45(2), 116-123.
Eggen, P. & Kauchak, D. (2007). Educational Psychology:
Windows in Classrooms. Upper
Saddle River: New Jersey. Prentice Hall. [This is our text- it’s
the only book you are
supposed to use.]
McCafferty, S. G. (2002). Gesture and creating zones of
proximal development for second
language learning. Modern Language Journal, 86(2), 192-203.
Onchwari, G., Onchwari, J., & Keengwe, J. (2013). Teaching
the immigrant child: Application

20. of child development theories. Early Childhood Education
Journal, 36(3), 267-273.
Ruiz-de-Velasco, J., Fix, M., & Chu Clewell, B. (2000).
Overlooked and underserved: Immigrant students in U.S.
secondary schools. Washington, DC: The Urban Institute. (ERIC
Document No. 449275)
Slama, R. B. (2012). A longitudinal analysis of academic
English proficiency outcomes for
adolescent English language learners in the United States.
Journal of Educational
Psychology, 104(2), 265-285. doi:10.1037/a0025861
NOTE: You need five articles (and you can use the text as a
reference). No websites should be used, but you may use an
article that is posted on the web.
Research Paper
GED 501
Spring 2015
Name:
Introduction
State the question/topic you are addressing and why it is
important
Background
Explain the theory or theorist you are using as part of your
question, referencing our text or a website as needed
Section 1 [name these sections in the “real” paper]
Section 2 [name these sections in the “real” paper]
This is the “meat” of the paper – you will explain what you
found as you read the articles. Cite all five articles somewhere
in this section, using them to support the statements you make.

21. Summary of the Findings
Briefly summarize your general findings
Conclusion
Indicate how your original question would be answered
References
List your references in APA format, in alphabetical order by the
first author’s last name. The reference for our text and a couple
of articles are included as samples.
Eggen, P & Kauchak, D. (2007). Educational psychology:
Windows on classrooms. Upper Saddle River NJ: Pearson.
Levin, B. & Matthews, C. (1997). Using hypermedia to educate
preservice teachers about gender-equity issues in elementary
school classrooms. Research on Computing in Education, 29(3),
226-247.
Soe, K., Koki, S., & Chang, J. (2000) Effect of computer-
assisted instruction (CAI) on reading achievement: A meta-
analysis. Honolulu, HI: Pacific Resources for Education and
Learning. (ERIC Document No. ED443079)
http://library.csudh.edu/info/guides/FindArticleTopic.shtml
How to Find an Article on your Topic
State Your Topic Clearly
· Be sure you clearly understand what your instructor requires
and be sure your research topic fulfills those requirements.
· Avoid picking a topic which is very broad or which lacks a
specific focus (e.g. culture)
· Avoid picking a topic which is so narrow that you will find

22. little or no information (e.g. use of ceremonial masks in fertility
rites among the Ibibio of Nigeria)
Determine what type of information you need
· Do you wish to limit your research to scholarly and/or peer
reviewed journals? Some Journal Article Indexes allow this to
be done by simply placing a check mark in a box. (See example
below) [NOTE: No need to use only peer reviewed journals for
our class.]
Choose an Article Index
· On the Library Home page at http://library.csudh.edu, click
the link marked "Get Journal Articles" under the "Find Journal
Articles Now" heading.
· If you know which database you want to use, click the link
marked "I know the title of the database I want to look in." to
go to the A-Z list of Databases.
· If you do not know which database you want to use, click the
link marked "I know the subject area in which I'm looking for
articles." to go to the Subject List of Databases.
NOTE: ERIC is the most likely database in which to find your
articles. You may use either journal articles (EJ…) or ERIC
documents (ED…) for your research proposal references.
Remember that you need at least five articles, and two of them
must be research articles (with a METHOD section).
Look up your Topic
Searching by Keywords: Choose a few precise words or short
phrases that best describe the information you want.
· e.g. You are doing a research paper on the "Effect of anorexia
on teenagers"

23. · Keywords are: anorexia, teenagers
Enter keywords into search boxes
· Do not type in a whole sentence or use words such as 'in',
'and', 'between', 'of', 'the', 'with', 'to', etc.
· Use synonyms if needed to express variations of keywords
(e.g. teenagers, adolescents)
· Combine keywords in search boxes using AND or OR (many
journal article indexes contain dropdown boxes allowing you to
do this easily)
Term
What it Does
Examples
AND
Narrows Search
(Search results must contain both terms)
anorexia AND teenagers
OR
Broadens Search
(Search results must contain either term)
teenagers OR adolescents
Example Search:
Searching by Subject Headings
· If a Journal Article Index has a thesaurus, subject guide, or
list of headings/concepts you can use it to identify useful
subject headings or descriptors to use as search terms.
· If you found some good articles searching by keywords, look
at these same articles more closely to see which descriptors
were used to categorize them. Then do a new search using those
descriptors as search terms.

24. For the best results, search using both Keywords and Subject
Terms.
Sample searches (practice) – what keywords?
· The effectiveness of Open Court for Special Education
students
· Determining whether an after school program has an effect on
achievement
Is the Complete Article Available?
Not all articles in our databases are available in full text form.
Some only have citations and abstracts.
Full Text Available: If the full text of an article is available it
will have:
· Text by the citation which reads "Full Text HTML" or "Full
Text PDF".
· A graphical image link showing the Adobe Acrobat logo or an
HTML page logo.
· Some articles are available full text, but in a different
database. If that is the case with your article you will see a link
that looks something like this:
Full Text Not Available: Some citations will have neither a link
to the full text nor the full text of an article.
· To check for Full Text elsewhere, use the CSUDH Journals
List which contains all print, microfilm, and online journals to
which the Library subscribes. You can get to the Journal List
from any page in the website by clicking the button marked
"Journals We Have" in the top menu. Read Locate Full Text of
Articles below for more details.
· If CSUDH library does not subscribe to the Journal you need,
you may request an Interlibrary Loan to get an article from

25. another library. Articles can take anywhere from a week to a
month to arrive at the CSUDH Library. Please make sure the
Journal is not available in the library first.
If you can't find any articles on your topic, don't despair! Come
to the reference desk on the second floor and ask a librarian to
assist you with your search. You can also e-mail a librarian.
Terms you Should Know
· Peer Reviewed/Scholarly Journal - Articles in this type of
journal are reviewed and evaluated by experts prior to
publication.
· Thesaurus - A list of subject headings used to organize a
collection of documents & articles for easy retrieval.
· Journal Database/Index - An electronic or paper reference
resource that lists articles from periodicals by subject, author,
and title.
· Citation - A brief description of an article including author,
title and journal in which article is found along with volume,
date & page on which article appears.
· Abstract - A brief summary of the contents of an article.
How to Log in to the Databases from Off-Campus
You're all set if:
1. you're a current CSUDH student, faculty member or staff
member. you have one of our recommended browsers installed
on your computer:
Internet Explorer (version 7.0 or newer)
Firefox (version 3.0 or newer)
see Recommended Browsers page for a more complete list.

26. 2. your browser is set to accept cookies and run JavaScript.
NOTE: If you're an AOL or CompuServe user, please follow
this procedure:
· Get online as usual with AOL or CompuServe.
· Click on the icon on your computer desktop for one of the
browsers in 2. (above), and use it as your browser while you
access Library journal indexes (just leave AOL/CompuServe
connected and running in the background).
How to Find the Database Page:
· Go to the library home page at http://library.csudh.edu/
· Under "Other Links" on the left, select the "Get Journal
Articles" link.
· Select "I know the title of the Database I want to look in" or "I
know the subject area of the Database I want to look in" and
click on the database you wish to use.
· If you're off-campus, you will see a screen that has the
following text on it.
My Record Login:
Please type in your last name, and your CSUDH barcode number
in the following boxes:
Please enter the following information:
Please enter:
Your Name

27. Type your barcode number (20550XXXXXXXXX) omitting
spaces & letters
What is a barcode number:
Your barcode ID number is the 14-digit number made up of the
5-digit number
20550 followed by your 9-digit student ID number.
Example: 20550982340006 (please do not use spaces, dashes or
hyphens)
Enter your last name and your 14 digit barcode ID# (20550
followed by your
9-digit campus ID number , no spaces or dashes). Then click
Submit .
“Peer reviewed” not needed for our class
_1295276606.unknown
_1295276605.unknown
Length: No more than 5 pages (single-spaced)
Sections:
· Introduction (include a statement of your question and its
importance)
· Background (explain the theory)
· Literature Review (use two or three section headings as labels)
· Summary of the Findings/Conclusion (can be one or two
sections – how would you answer your question?)
· References (bibliography with citations in APA format)

28. Overview: You will choose a question related to ways that a
specific theory (of your choosing) can improve educational
practice (in an area of your choosing). You will need to
describe the theory (you can use your text or a website as a
reference) and find five current references (not books or
websites) after 2002 if possible) that give details about the
relationship between your chosen theory and area of education.
Suggested Steps:
1. Choose your question from the list in the syllabus (filling in
the name of the theory and any other necessary information).
See the second page of this document for a copy.
2. Post the question in the Blackboard Discussion forum for
comment (by April 12).
3. Write the Introduction section (state the question and
describe its importance).
4. Look in your text for a good way to describe the theory you
are using as part of your paper. Remember that you will need
the information for the citation (the citation for the textbook is
in the syllabus).
5. The Background section (explain the theory).
6. Look for articles (probably in ERIC or another database) that
include the theory and the area of education you chose. You
should have already begun searching (part of one of the
Discussion Forums), so you have some idea where to begin. Be
sure to record the citation information for each article you will
use. Not all the articles have to be about your exact topic, but
they should be related.
7. Read the articles you found (you need five) and try to find
some patterns or themes related to the way the theory you chose
applies to education.
8. Write the Literature Review section (share what you have
found in the articles about the relationship of your chosen
theory to the educational area you selected. Try to find two or

29. three themes/areas within this section.
9. Think about what you found in the articles and any
overarching ideas. Decide how you would answer your original
question.
10. Write the Conclusion/Summary of the Findings section.
11. Create the References page – each article (and the text if
you use it) should be cited in APA format, in alphabetical order
by the first author’s last name.
Assignment as posted in the syllabus:
Research Paper (100 pts possible) – You will choose one of the
questions listed below (with specifics inserted) and write
(individually) a research paper (3-5 pages single-spaced),
including at least 5 current references (articles within 10 years,
only one book or website may be cited, the rest must be articles.
Ideally you should choose a topic related to your major, but you
may decide on any of the listed topics. Please note that any of
these topics could easily be expanded to a very long paper (even
a thesis or dissertation). Please limit your paper to 5 single-
spaced pages plus a reference list.
· Educational Administration: How can [name a specific theory
of learning and/or development] facilitate positive change
(choose achievement or behavior) in schools?
· Counseling: How does [name a specific theory of learning
and/or development] affect the role of a school counselor?
· Multicultural Education: How can [name a specific theory of
learning and/or development] help lessen the barriers to
learning in American schools for children whose first language
is not English? Or How can [name a specific theory of learning
and/or development] help lessen the barriers to learning in
American schools for children whose culture is different from
the mainstream?

30. · Curriculum & Instruction: How is [name a specific theory of
learning and/or development] reflected in educational
standards? or How can [name a specific theory of learning
and/or development] be used to improve student learning?
· Technology Based Education: How can [name a specific
theory of learning and/or development] be used to guide the use
of technology in schools to maximize learning?
· Other: discuss possible topics with the instructor
Structure of the paper – Five pages, single-spaced, submitted
electronically (preferably Word), reference list in APA format
at the end. Include the specific version of the topic you are
addressing (e.g., “How can Piaget’s four stages of development
affect the role of a school counselor?” Or “How is behaviorism
reflected in the California educational standards for social
studies?” Or “How can the theories of Erickson facilitate
positive behavior change in middle schools.”). Use these section
headings: Introduction (including your specific question and its
importance – what were you looking for and why?), Background
(explain a little of the theory or theorist on which your paper is
based), a Literature Review with two or three sections (each
with its own heading) showing the main categories of what you
found out about your topic/question, Summary of the
Findings/Conclusion (how would you answer your original
question?), References. Use APA format for the in-text citations
and a reference list at the end of the paper.
GED 501 Research Paper Grading (Spring 2015, Fisher) Max
100 pts
Name:
Section/Criteria
Max pts

31. Pts assigned
Comments
Introduction/Research Question/Importance
10
Background/Theory Explanation
20
Literature Review
30
Summary/Conclusions
20
References (format/type)
10
Overall Quality of the Writing
10
TOTAL
100
1=below average, 2=average, 3=acceptable, 4=outstanding
Introduction
1 – no attempt is made to show the importance
2 – effect of chosen theory on educational practice minimally

32. addressed
3 – clear case made for importance for theory and effect on
educational practice
4 – support for theory/practice connections is strong
Background/Theory Explanation
1 – no explanation or incorrect explanation
2 – theory explained at minimal level
3 – theory explained in depth
4 – theory explanation is outstanding
Literature Review
1 – articles show no relationship to theory/practice connection
2 – most articles support theory/practice connection
3 – all articles show clear theory practice connection
4 – evidence of thorough review of the related literature
Summary/Conclusions
1 – little or no summary, original question not answered
2 – original question answered minimally, findings somewhat
organized
3 – original question clearly answered, findings represented
accurately

33. 4 – strong case made for theory’s relationship to improvement
of educational practice
References (format/type)
1 – in-text and/or References citations not in APA format,
books other than 501 text are used
2 – Most but not all are in APA format, primarily articles
3 – citations correct APA format, only articles and 501 text are
used
4 – advanced citation format (e.g., doi) is evident
Quality of the Writing
1 – frequent errors in spelling/grammar, little or no organization
2 – few errors in spelling/grammar, organization in most
sections acceptable
3 – no grammatical/spelling errors, each section has appropriate
organization
4 – writing is of professional quality
References (sample)
Booren, L.M., Downer, J. T., & Vitieloo, V.E. (2012).
Observations of children's interactions with teachers, peers, and
tasks across preschool classroom activity settings. Early
Education and Development, 23, 517-538. doi:
10.1080/10409289.2010.548767
Education Commission of the States (1999). Waterford Early
Reading Program. (ERIC Document No. ED447438)
Johnson, M., Nádas, R., & Bell, J. F. (2009). Marking essays on
screen: An investigation into the reliability of marking extended

34. subjective texts. British Journal of Educational Technology,
41(5), 814–826. Retrieved February 10, 2010, from
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-
535.2009.00979.x/
Levin, B. & Matthews, C. (1997). Using hypermedia to educate
preservice teachers about gender-equity issues in elementary
school classrooms. Research on Computing in Education, 29(3),
226-247.
Martindale, T., Pearson, C., Curda, L., & Pitcher, J. (2005).
Effects of an online application in reading and mathematics on
standardized test scores. Journal of Research on Technology in
Education, 37(4), 349-360.
Soe, K., Koki, S., & Chang, J. (2000). Effect of computer-
assisted instruction (CAI) on reading achievement: A meta-
analysis. Honolulu, HI: Pacific Resources for Education and
Learning. (ERIC Document No. ED443079)
APA format for citations in References:
· Put articles in order by first author’s last name
· Use hanging indent format
· Capitalization in title: capitalize the first word in the title, the
first word after a colon, and proper nouns.
· Authors’ names – use initials instead of first or middle names.
· ERIC documents (with an ED number) have the title in italics.
Include ED number
· Journal articles (EJ number in ERIC) have the journal name
and volume in italics, do not include the EJ number

35. · If you retrieve an article from a website (but it’s not a journal
article), you should include the web address and the date you
retrieved it.
· New – DOI numbers. There is a project underway to create a
“Digital Object Identifier” so that all resources which can be
accessed online will have an index for ease of location. Not all
resources have such a number, but when they do it should be
part of the citation.
In-Text Citations (APA Format)
When you are citing references within your paper (other than
the References), there are “in-text” formats that need to be
followed. Each in-text citation needs a full entry in References.
In general, whenever you are paraphrasing something from an
article or using it to back up your own statement, use the
authors’ last names and the year of publication. Examples:
James (1975) supported the idea of the uses of computers in
teaching young children. Other studies have had similar results
(Smith, 2009; Johnson & Johnson, 2010; Harrison et al., 2006).
Teachers, though, can be hesitant to use technology with which
they are unfamiliar (Kegan, 2003).
If you are quoting directly from a document, a page number is
needed. Note: It’s better to summarize or paraphrase than to use
too many quotes. Examples:
“No one likes to admit they are not technology users.”
(Mentone, 2010, p.16)
Kegan (1999) stated “I never believe anything Mentone says.”
(p. 45)
“Everyone I know uses technology; even my grandmother.”

36. (James & Johnson, 2001, p.3)
“Everyone who uses technology in teaching must be very
smart!” (Harris et al., 1995, p. 34)