Outline for Annotated Bibliography

Introduction ● Introduce the general topic that you have been

researching.
● Explain your specific research question, emphasising the
scope or specific issue of focus.
● Explain the different kinds of information you will need to
find in your research so that you can answer the research
question. List some specific questions that you will use to
guide your research.

The general topic that is being researched is the impact of digital

technology. Asking general questions can limit the scope of the
topic. Questions such as “What problems are connected to this
topic?” and “Why is this topic important?” and “What do you want to
know about the topic?” can be asked. To narrow down the general
topic, a specific research question could be “How does digital
technology impact secondary students with autism’s learning
and social needs? How does digital technology provide
inclusion for these students? Some key words/phrases are digital
technology, autism, learning and social needs, secondary and
inclusion. Other ways to express digital technology could be
computers, tablets, iphones, information technology and social
media. Autism can be described as an Asperger disorder or ASD.
Learning and social needs could be described as how they create
relationships, retain information, express themselves and
information they know. Secondary refers to students that are in
highschool, ages 13-18. Inclusion refers to feeling included within a
group, and trying to avoid discrimination. I feel strongly about this
research topic as this relates to my career. I would answer that
digital technology has completely changed students with autism
 ways of communication through uses of text-to-chat and the PECS
system on tablets.

Specific questions that will help guide the research and ensure that
the research topic gets answered are

1. What is digital technology? How is autism defined? What are

examples of how students with autism use digital technology?
2. How do students with autism communicate with digital
technology? How do they communicate without technology?
Is there a debate around this topic?
3. How are students with autism learning needs met through
digital technology? How do we know their learning needs are
met? Is there a debate around this topic?
4. How does inclusion impact this debate? Do these students
feel included within their classroom?
5. How do other students feel about students' uses of
technology to meet their learning and social needs?

Citations For each source, include:

(minimum of
six citations)

1. Proper APA citation. Place the sources in order

alphabetically by author’s last name.
2. 250- to 300-word paragraph that includes:
○ Summary—What is the main argument or
conclusion?
○ Relevance/authority—Does the source have the
credibility necessary to contribute meaningfully to
the topic? How?
○ Position—What particular position does the
source take towards the topic? How does it
compare to other sources being looked at?
 ○ Usefulness—How will this source be useful in
answering your research question

Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the
evidence. British Journal of Educational Technology, 39(5), 775-786. doi:
10.1111/j.1467-8535.2007.00793.x

The article argues there is a new generation called the digital natives, and they are
challenging the education system with their different learning needs. The authors suggest that
young people’s use of technology is not all the same; their relationship with technology is
complex. There needs to be more empirical evidence, research, and fewer assumptions on the
digital native debate to see if the education systems need to change to meet the learning needs
of digital natives. The authors' names are Sue Bennett, Karl Maton, and Lisa Kervin. The
authors are in senior positions in education facilities at universities in Australia, so they have the
credibility to contribute meaningfully to the topic. This article would be a media report,
professional magazine. The authors often cite Prensky, an established authority in education
technology. This paper has been used by other authors to expand on the digital native debate,
creating their studies. The author's take on the impact of digital technology is that the
relationship between youth and technology is complex, and empirical research and evidence
are needed to support the debate. Young people's use and skills of technology are not all alike,
and there is no evidence of a new learning style from digital natives. The source is compared to
others because other sources explain the need for empirical evidence and research. This
source will help answer the research question because it explains what digital technology is and
how students use it.

Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality?
University students’ use of digital technologies. Computers & Education, 56, 429-440.
doi: 10.1016/j.compedu.2010.09.004

The authors of this article are interested in how the use of digital technology impacts
digital natives’ schoolwork, how they socialize online, and how their learning styles differentiate.
Growing up with technology has given these students new cognitive strategies and learning
techniques. The digital native label may be too simple to explain how young people use
technology. These new students may need a transformation in their education due to their use of
technology, but the reason to make changes in education should not be based on student use of
technology or their learning patterns as it can be misleading. The author's main goal for this
article is to define how and why university students use technology for socializing and learning.
Determining student's use of technology shows if we need an extreme change in our education
system. The author's names are Anoush Margaryan, Allison Littlejohn, and Gabrielle Vojt. The
authors are credible as they teach in the Department of Psychology and the School of Life
Science at the University of Glasgow. This article would be a media report, professional
magazine.Their ideas contribute to how and why youth use technology in education. The
position the authors take on this topic when comparing other sources is that this article builds off
ideas from Bennett, S., Maton, K., & Kervin, L.'s article. They conducted a study to further
process the other authors' ideas. The author's position on this debate is that digital natives do
exist and that digital natives are more advanced in technology use than digital immigrants.
Another position in this debate by the authors is that no evidence is shown that digital natives
need to be taught in massively different ways or that they use technology in a sophisticated way.
This article is useful in answering my research question as the authors conduct a study that
shows how and why technology is used, referring to students.

Gordon, C., Juang, L., & Syed, M. (2007). Internet use and well-being among
college students: Beyond frequency of use. Journal of College Student Development,
48(6), 674-688. doi: 10.1353/csd.2007.0065

The main argument in this article is that the authors can empirically identify five
types of Internet use among a diverse sample of college students. Findings show that
the ways of using technology relate to levels of depression, social anxiety and family
cohesion. The authors explain how the relationship between internet use and well-being
is intricate. Linda P. Juang is an Associate Professor of psychology at San Francisco
State University. Cheryl F. Gordon and Moin Syed are doctoral candidates at different
universities. The source was found through moodle, and is credible as the authors are
advanced in their fields. This is an academic journal with many references and
citations.The position that the authors take regarding the relationship between Internet
use and college students' well-being is that the relationship is complex. Their study was
limited to what people do online rather than why people use the internet, and they
believed their sample of students was not diverse enough. This paper compares to the
other sources being looked at as they all involve the impacts of digital technology.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011) article is similar to this article because
they discuss how digital technology impacts socializing in college students. This source
can help answer the research question because well-being and socializing are debated,
and we want to learn how digital technology enhances students with autism's social
needs.
Roberts-Yates, C., & Silvera-Tawil, D. (2019). Better Education Opportunities for Students
with Autism and Intellectual Disabilities Through Digital Technology. International
Journal of Special Education, 34(1), 197–210.

In this article, the authors examine the impacts of digital technology on the educational
experiences of students with autism. Specific technologies used in the classroom, how
effective the technology is and implications for improving educational outcomes are
discussed. Through a qualitative research process, results from the study within this article
suggest that technology can be used to engage students in many ways. The introduction of
socially-assistive robots and immersive virtual environments has been helpful for students.
Digital devices can shape the learning process for each student. This source was found in
the Thompson Rivers Online Library and filtered in the academic journal section. Christine
Robert-Yates has a Doctor of Philosophy - Ph.D. B.Ed Special Education, Ph.D. School of
Education, and Ph.D. studies with the School of Medicine, making her very knowledgeable
in this topic. David Silvera-Tawil is a mechatronics engineer with over ten years of
experience in emerging digital health technologies. The authors also use references and
citations from other writers within their papers, making this source credible. The authors
are advocates for designing educational technology with a focus on accessibility. The
author's roles in education and research offer beneficial insights into this topic. This paper
relates to other sources as the impact of digital technology is discussed throughout. This
source provides lots of new crucial information to answer the research question. The uses
of digital technology in a autistic student's life are discussed, as well as their learning and
social needs. The inclusion of these students' digital technology creates ways for them to
communicate. Students with autism struggle with some learning needs, and ways that
digital technology can support different learning styles are discussed in this article.
Emerging technologies are closing the gap between the differences in learning outcomes
for students with and without autism.

Gentry, T., Wallace, J., Kvarfordt, C., & Lynch, K. B. (2010). Personal digital assistants as
cognitive aids for high school students with autism: Results of a community-based trial.
Journal of Vocational Rehabilitation , 32, 101–107.
https://doi.org/10.3233/JVR-2010-0499

This article examines the effectiveness of personal digital assistants as a task management
tool for secondary students with autism. The authors present their findings from a
community-based trial, showing how these devices impact cognitive functions and
academic results. The study confirms previous studies on the efficiency of personal digital
assistants as mental resources. Occupational therapists, special education teachers, and
speech and language pathologists may benefit from this study in teaching independence to
the students with autism they are working with. Teaching assistants supported all the
 students in this study during school hours and helped manage school tasks with them.
Students who learn to use a personal digital assistant can become more independent as the
device supports verbal and non-verbal activities. This source was found in the Thompson
Rivers Online Library and filtered in the academic journal section. Tony Gentry, a
Professor of Occupational Therapy; Joseph Wallace, a Special Education Researcher;
Connie Kvarfordt, an Educational Psychologist; and Kathleen Lynch, a Community
Psychologist, have varied expertise. Their roles emphasize a comprehensive approach to
studying the impact of personal digital assistants. This source can also be recognized as
credible as they have 21 references. The authors agree that more research and studies
surrounding the uses of assistive technology for students need to be done. They discuss
how a more diverse sample of students should be used to conduct another investigation.
The source advocates for these students, promoting their independence. Comparing this
article to others is difficult as this study is so specific. Other sources discuss independence
and inclusion for these students, similar to this. This source is applicable in answering the
research question as personal digital assistants support learning and social needs. As these
students become more comfortable using this aid, inclusion is met as they can explain their
needs more efficiently.

Hill, D. A., & Flores, M. M. (2014). Comparing the Picture Exchange Communication
System and the iPadTM for Communication of Students with Autism Spectrum Disorder
and Developmental Delay. TechTrends, 58(3), 45–53.

This article compares and analyses two communication methods in a study. The Picture
Exchange Communication System (PECS)and the iPad are discussed and experimented with.
Although this study was implemented on elementary school students, the results from the
analysis can still apply to high-school students. The author aims to see the efficiency of these
communication methods for students with autism. The authors compared the iPad to the PECS
for making independent requests. Students struggling with communication issues benefit from
modelling skill acquisition through PECS and iPads because acquiring communication provides
better life outcomes. As a result of this study, it is suggested that initial communication training
begins with PECS and transitions to the iPad. PECS can also be shown on an iPad involving
digital technology throughout the whole process of acquiring communication. This source was
found in the Thompson Rivers Online Library and filtered in the academic journal section.
Author Doris Hill, a Clinical Specialist in Communication Disorders and Margaret Flores, a
Developmental Psychologist, provide insight to this source as being credible in this field. This
article has numerous references to support their work. The author's positions on this topic vary,
as Doris offers clinical insights into communication disorders. Since she is a specialist in
communication disorders, she has an understanding of the challenges faced by students with
autism. Margaret Flores's position on this topic is she offers a thorough understanding of the
cognitive and emotional aspects involved in this study. She enhances the impact of the study by
providing insight into the developmental stages and psychological factors influencing
communication in students with autism. This source compares to other sources on how students
with autism can communicate and how important modelling that communication is. Each source
promotes independence in the students. This source helps answer the research question as a
discussion of how we can model communication for students. There is a debate about whether
students should learn to communicate with PECS before using an iPad. Inclusion and
independence are a theme throughout this topic.