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Inequality and human rights

choose a historical event to explore from the Library Research Guide. These events fit into the topic areas of:

Inequality and human rights
Political revolutions
Climate change
Globalization
Directions
Read these directions and the rubric criteria and reach out to your instructor if you have any questions before you begin working on this project. Many of the steps below will require you to reference and utilize the work you have done in previous modules of this course. You may use the provided template to complete this project or choose not to use the template and submit a Word document instead.

Part 1: Creating a Research Question: The quality of research often depends on the quality of the question driving it. It is important to understand how personal opinions, perspectives, and historical sources all play a part in developing and examining a research question. Complete the following steps to discuss how you developed a strong research question about your chosen historical event.

Describe how your assumptions, beliefs, and values influenced your choice of topic.
How might your own perspectives and opinions impact the topic you chose and how you may approach studying it?
Discuss the significance of your historical research question in relation to your current event.
State your historical research question and explain the connection between your current event and your question.

Sample Solution

However, there are a number of challenges coming from concerns about how digital technologies are used in learning. Harris et al (2009) argue that current use of technology tends to be focused on skills required by teachers to integrate these in their classrooms, rather than students’ learning needs. Also, Burden and Atkinson (2008) suggests that most digital technologies in use in the classrooms were not created as educational tools, but have been adapted by educators for pedagogical purposes. Numerous studies have focused on the barriers faced by the institutions when they attempt to integrate digital technologies in learning, and strategies that can be employed to overcome these barriers. Hew and Bush (2007) grouped these barriers in categories such as: structure of institutions, learning environment, assessment of learning or attitudes of learners. Therefore, an example of barrier is found in Banyard research (2006), where it was found that the relationship between the use of digital technology and academic achievement is not direct. The findings of this research suggests that there is a weak or non-existing relationship between the introduction of digital technologies and the average performance of learners on standardised tests ( Banyard et al 2006, Underwood et al 2005). Banyard resumes by saying that the value of learning technologies can only be demonstrated if the assessments were able to model the learning that took place using these technologies. Also, the hazards of the use of digital technology are described in research such as plagiarism (Banyard ad Davies 2007), pointless clicking (Wood 2003), pathological internet use (Niemz et al 2005), bullying and unwanted sexual solicitation (Banyard and Underwood 2012), or the sense of disinhibiting created by the internet (Joison and Banyard 2012). Fioretti (2014) is also questioning whether Google is making us stupid, or violating our privacy. Chromebooks/ Kahoot Chromebooks are laptops with no hard drives where nothing is stored in the device and
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