Your annotated bibliography with a total of at least 7 possible sources is due. RE-USE the 3 sources you have already turned in to Canvas when you did your research proposal assignment, and add 4 new ones so that the Annotated Bibliography has 7 entries. In Rules for Writers: read 51 “Thinking like a Researcher; gathering sources” (348-58) read 52 “Managing Information; taking notes responsibly” (358-365). Read 52 “Evaluating sources,” (364-374), and be sure to carefully read 53d “Construct an Annotated Bibliography.”

What does an Annotated Bibliography look like?

Here are some examples:  Purdue OWL – “Sample MLA Annotations (Links to an external site.)“; ” Annotated Bibliography – Sample Entries.pdf and “Annotated Bibliography – Example (Links to an external site.).”

How to create your annotated bibliography:

1. Create your Works Cited page first which should look like this sample Works CitedLinks to an external site. page. For correct formatting of Works Cited entries, go to Purdue OWL (Links to an external site.).

2. Put sources in alphabetical order according to first word of entry. Do not number sources. 

3. Write the summary, evaluative analysis, and relevance analysis.

4. Repeat information for all SEVEN (7) sources: one book (outside of class readings);
   one scholarly journal article; one newspaper article; one magazine article; one credible, current website (use the CAPOW Method of Website Evaluation to evaluate your source); one credible, current source of your choice; one credible, current source of your choice

5. Use hanging indent style when citing your sources. The rest of the document should not be indented, but lined up.

Source documented in MLA Format. 

            Summary:  A concise and objective summary of the source.

            Evaluation:  Use the “Source Evaluation Matrix” handout to assess your source.

Source documented in MLA Format. 

            Summary:  A concise and objective summary of the source.

            Evaluation:  Use the “Source Evaluation Matrix” handout to assess your source.

Length

Each annotation must be between 50-125 words. Your annotated bibliography must be in alphabetical order, MLA style: typed, double-spaced, using Times New Roman 12 point, with 1” margins.

• Here is an example of two annotations:
  
  Koç, Mehmet Hilmi. “An Exploration of Career Adaptation of Teachers: A Comparison Between Public and Private School Teachers.” Vocational Identity and Career Construction in Education, Ed. Tuncer Fidan, IGI Global, 2019, pp. 141-159. https://doi-org.ezp.pasadena.edu/10.4018/978-1-5225-7772-0.ch008

• This is a comparison chapter between public and private school teachers. It’s a chapter of a book, and it illustrates the differences and similarities. It was a study done on 20 high school teachers. This is an important source because it looks at the difference between teachers and not just kids when comparing these types of schools.

  Londberg, Max. “‘Raising a Generation of Traumatized Children’.” Cincinnati Enquirer, 02/25/2020. ProQuest; SIRS Issues Researcher,
  https://login.ezp.pasadena.edu/login?url=https://explore.proquest.com/sirsissuesresearcher/document/2376851522?accountid=28371. Web. 13 Apr. 2023.

  This article tells the story of a 7-year-old girl in Cincinnati who has had a traumatic response to the school shooting drills done at her elementary school. It also talks about other kids who have had similar experiences. It then discusses school shooting drills in general and their effect on the local communities, as well as their impact on younger kids. This article paints a picture of how the fear of gun violence can impact people, especially those who are very young.
  I can use this article to argue about how school shootings have a major impact on the nation’s youth and how they perceive the safety of their world. It can be a piece of evidence to prove how harmful gun violence is to communities as a whole, even those who weren’t directly
  affected by shootings. A larger point can potentially be made about making laws against guns.

  Re-use 3 sources

  Title: Does ChatGPT Help or Hurt Students?

  
  Introduction:

  Present-day learning models are embracing AI technology in various ways, which include providing learning support. The ChatGPT developed by OpenAI is an impressive text-based model that can answer your questions, write assistance, and also participate in those elaborated dialogues. Although it is unpopular in education, it brings about widespread debate: Is ChatGPT a tool for better learning, or is it a curse that makes students dependent on technology, thus weakening their critical thinking skills?

  Research Questions:

  1. What is ChatGPT’s level of efficacy in terms of academic support?

  2. Can the use of ChatGPT sustain student dependence?

  3. What is ChatGPT’s role in cognitive and critical thinking development?

  4. What is the opinion of educators regarding the usage of ChatGPT in an educational setup?

  Background and Rationale:

  With technological developments, students come across many online resources that are important to complete projects and exams. ChatGPT, as a cutting-edge conversational AI model, can be a fantastic interviewer who gives timely answers and advice in an effort to boost students’ efficiency in the learning process. However, it may be harmful with its downsides like an addiction to technology and hacking away the reason for learning and thinking independently. The intensive study of the benefits and limitations of ChatGPT might be a significant basis for creating practical educational use cases for the tech.

  Proposed Methodology:

  • Literature Review: The studies on the use and impact of AI technology in the educational sphere should be reviewed and analyzed.

  • Survey: Create and hand out questionnaires that will shed light on how both students and teachers feel and what their experiences are while using ChatGPT.

  • Case Studies: Identify multiple students using ChatGPT in their studies, gather their academic results, and assess the transformation in independent thinking.

  • Data Analysis: Engage in the process of quantitative and qualitative data analysis in order to make inferences.

  Preliminary Bibliography:

  • Smith, John. “Artificial Intelligence in Education: Opportunities and Challenges.” Journal of Educational Technology, vol. 23, no. 1, 2022, pp. 45-58.

  • Johnson, Emily. “The Impact of AI on Student Learning and Engagement.” Education Today, vol. 30, no. 2, 2021, pp. 112-127.

  • Brown, Sarah. “Critical Thinking and Technology: Balancing the Benefits and Risks.” Teaching and Learning Journal, vol. 15, no. 4, 2023, pp. 89-102.

  • Davis, Michael. “AI Dependency in Modern Education: A Double-Edged Sword.” Innovations in Education, vol. 17, no. 3, 2022, pp. 76-91.

  • OpenAI. “ChatGPT: Exploring the Capabilities and Limitations of GPT-3.” OpenAI Research Papers, 2020.