Copyright Resources

The article titled Copyright Resources does not have an author and was produced in the Learning and Leading with Technology journal to provide educators with numerous resources that address copyright issues, including fair use, ethics, and copyright guidelines, just to mention a few.  There is not an introduction or a conclusion in this article.  It was simply written for informational purposes to help clarify copyright confusion and detail resources for educators.  The resources are categorized into 5 sections: articles, books, pamphlets, videos, and websites.

For my blog entry I decided to explore the different resources and provide a brief synopsis on those that I found most beneficial.  I thought that Painter’s article titled “What Do You Mean Copyright Does Not Mean I Have the Right to Copy?” was very interesting because it explored students’ ideas concerning copyright and exemplified the need for teachers to truly satisfy NETS 4a and 4c.  This article helps to illustrate that teachers must address proper use of technology in the classroom.

Under the pamphlet section is “Fair Use of Copyrighted Works: A Crucial Element in Educating in America”, which is found on a website that has several great resources for teachers, including videos and many books available for purchase that concern copyright law, intellectual property, fair use, and trademark infringement.  I enjoyed viewing the videos and exploring this website exemplifies the need for educators to satisfy NETS 4 and also shows some ways in which teachers can participate in learning communities to work towards NETS 5.

One of my favorite resources that is briefly described in this article, was Copyright with Cyberbee.  I really enjoyed exploring this resource because it provides an interactive learning experience that we can actually bring into the classroom.  There is an interactive section where each student in the virtual class asks a different question and you explore the answers by clicking on each.  This section addresses music and image use, copyright, fair use, public domain, attribution, sound effects, and more.  This website also contains an eighth lesson plan on copyright, which can be used as a great starting guide to either adapt to differing grade levels, or be altered to be more focused on the needs of your particular class.  This website allows teachers to satisfy NETS 4 and also helps students to meet the standards in NETS 5.  The students can also use this tool to gather relevant information about digital citizenship, through which they will be satisfying NETS 3b, by analyzing and evaluating the information on the website.

I also found the website Play It Cyber Safe to be valuable for both teachers and students.  This website mainly deals with piracy, which is often an unmentioned part of copyright consideration.  Especially with children, piracy is often not given a second thought, but we truly must be teaching students about piracy in terms of legality and copyright.  This will help us to promote digital etiquette, therefore allowing us to satisfy NETS 4c.  This resource provides research, studies, policy reviews, articles, and other tools and resources to detail anti-piracy laws and policies.  This website provides news articles relating to the infringement of copyright, especially with regards to piracy.  If incorporating this into the classroom, students could be required to draw conclusions about piracy and copyright law from the articles they read about piracy settlements and prosecution.  This would allow them to satisfy NETS 3 (through their collection of information) NETS 4 (through their identification of a problem), and NETS 5 (through the recognition of safe and responsible use of information).

Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

With technology truly becoming part of every-day life in many of our students, it becomes essential for educators to teach their students about the responsible and ethical uses of information and technology.  By exploring these resources we can gain a deeper understanding of copyright issues so that we can be prepared to adequately teach our students.  In addition, many of these resources provide guidelines or ideas that teachers can draw upon to create meaningful learning experiences for their students that specifically target copyright laws and infringement.

I hope you explore some of these resources, I think you’ll find them very helpful!

Best,

Catherine Weldon

Reference:

International Society for Technology in Education (2005). Copyright Resources. Learning & Leading with Technology, 32(7), 22-23.

All Aboard!

Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

The article titled All Aboard, written by David and Margaret Carpenter, is a great compliment to the article Breathing Fire into Web 2.0 (by David Carpenter and Justin Hardman), which I wrote about in this blog in February.  It helped me to explore the implementation aspect of the program exemplified in Hong Kong International School (HKIS), whereas the article by Hardman and Carpenter discusses the beneficial aspects of the virtual learning environment, myDragonNet. 

The authors wrote this article in an attempt to persuade schools to implement Web 2.0 tools such as myDragonNet.  They begin their article by stating that there will only be successful implementation of the essential technology skills “when those skills are seen as relevant to the pressing agendas that coexist in their schools” (Carpenter & Carpenter, 2008, p. 18).  The authors then go on to detail the process of implementing this program into HKIS and how it has led to interactive and creative exploration within the classrooms.  They seek to show educators and schools that it IS possible to make the move to these tools.

Carpenter and Carpenter (2008) explain that it was essential to have a Collaboration Team that consisted of numerous teachers, specialists, and administrators.  This allowed teachers to voice aspects of the Web 2.0 tool that would be most useful for themselves and their students.  The Collaboration Team allowed for a multifaceted approach, which took into account more than just immediate curriculum, and included interdisciplinary methods as well as the ability to have a long-term goal focus.  The authors also give specific examples of how the learning experience has been improved through this program: third graders were able to virtually explore Buddhism, forth graders worked to tie their personal habits with their nutrition unit via wikis, while 5^th graders worked to create photo essays.  Carpenter and Carpenter (2008) also give examples of how each of the following have been actively incorporated into the learning experience: podcasts, mind maps, and multimedia presentations. 

I appreciate the interdisciplinary aspect that is made more accessible through myDragonNet.  I nanny for children with special needs, predominantly children with autism, and am going for my special education credential.  This causes me to look into the integration of subjects.  With any students, but especially those with special needs, transitioning abruptly from one subject to another is very difficult.  Through online collaboration, lesson plans, and definitively defined goals, interdisciplinary units become a possibility! 

I also appreciated that this program gives students and teachers the opportunity to learn together.  Carpenter and Carpenter (2008) explain that “classroom teachers learned…alongside their students” (p. 20).   I am a strong advocate for teachers showing their students that they are active learners also.  I think we must lead by example, and modeling open-mindedness to our students will help their vision of learning. 

I do recognize the barriers that some may address with the initiation of a program such as myDragonNet, but Carpenter and Carpenter (2008) explain the solution that HKIS teachers came up with: “teachers gave themselves a manageable task” (p. 19).  I think that sometimes, when looking at a huge project, such as incorporating a virtual learning community into the classroom, teachers often get overwhelmed with all of the additional things that need to be done.  By slowly transitioning into a virtual environment, we are much more likely to gain support. 

This would help both students and teachers to satisfy several of the NETS.  Teachers would address NETS 1c through the student reflection that is provided in the portfolio portion of this Web 2.0 tool.  Also, because collaboration and communication are emphasized in this program, teachers would be able to satisfy NETS 1d.  Through collaboration and suggestive lessons that are provided in this program teachers would also be able to more efficiently satisfy NETS 2.  And a major part of this tool is to help educators to better their teaching practices, which addresses NETS 5.  Students would also be able to view technology as a valuable tool to aid them in their education, which satisfies the student NETS 5.  Student NETS 6 would also be addressed by the incorporation of this tool because they will become more knowledgeable about various technology systems and be able to use it effectively.

The authors conclude their article by explaining that making a switch to a more 21^st-century relevant learning environment is not as difficult as it may initially seem.  They encourage the readers to examine the different aspects of their curriculum and explore how it can be adapted to a more valuable and appropriate experience.  The authors note the importance of “avoiding redundancy and providing for growth from one grade level to the next” (Carpenter & Carpenter, 2008, p. 21).  They sum up the article by providing reflective questions and thought concerning the reader’s curriculum.  They truly work to highlight that implementation of tools, such as myDragonNet, is beneficial in numerous aspects to students, teachers, and communities.

Thanks for reading!

Best,

Catherine Weldon

Reference:

Carpenter, D., & Carpenter, M. (2008). All Aboard. Learning & Leading with Technology, (December/January 2008-09), 18-21.

Also noted:

Hardman, J., & Carpenter, D. (2007). Breathing Fire into Web 2.0. Learning & Leading with Technology, (February 2007), 18-21.

Filming Compassion

 

The article titled Filming Compassion, written by Janet Bremer and Marilyn Clark, explores a fantastic new way for students to do their service learning!  This article was written to detail how video production can be tied together with service learning for a beneficial and fun learning experience for students.  The authors provided a great example and explain how this idea can be implemented into the current service learning requirements that most (if not all) schools require for graduation.

I thought this was a great article that would truly provide students with valuable knowledge and skills for life after high school.  By having students put together videos for different community organizations they will be gathering intrapersonal skills by working to schedule with their peers and the organizations.  A lot of times, I think that teachers forget about the social aspect of learning and students often graduate lacking the appropriate communication skills.  Students will have to take initiative and work to self-motivate with only minimal guidance from the instructor, through rubrics and feedback.  In addition, students will “learn interviewing skills” (Bremer & Clark, 2005, p. 41).  I truly appreciated the collaboration aspect of this idea and think it will be invaluable for students to begin to gain these people-skills.  As future-educators we can work to incorporate ideas like this into our classroom at all grade levels.  Community involvement and working to make a better community should be a focus in our classrooms.  By incorporating technology into this we can make it more interesting to students and encourage participation that benefits both their learning and their community.

Picture taken from: Pics4Learning.com

I also appreciated that Bremer and Clark (2005) explained some of the problems that may impact the execution of this idea, including resources and availability of staff to assist students.  Also they detailed the changes that can help to make this project run more efficiently in the future, including more planning to allow for preparation, and the incorporation of art classes.  I was glad to read about the interdisciplinary aspect of this project and I think that makes it an even more beneficial project.  Interdisciplinary instruction allows students to more smoothly transition between subjects and also helps students gain a deeper understanding of processes and ideas.  Also, by Bremer and Clark’s (2005) description of possible issues that may arise, it can help instructors to plan ahead and take more proactive steps when implementing this project into service learning!

This project would satisfy numerous NETS.  NETS 5 is extremely important and students will be greatly addressing digital citizenship through this project.  Not only will students be gaining knowledge to exhibit effective use of technology, but they will also be working to gain responsibility in the use of technology, as they will be required to use copyright free sources for music and images.  Often times, with the use of technology, “issues of copyright infringement” (Bremer & Clark, 2005, p. 41) are often ignored.  I, personally, never thought about copyright issues until entering the EDUC 422 class, which is astonishing because I have been using pictures and music for presentations all throughout high school.  In addition, students will satisfy NETS 1 by creating their own unique works for different organizations.  NETS 2 is also addressed because students will be required to effectively communicate and collaborate with their peers, instructors, and organization personnel. 

The authors conclude this article by explaining the benefits that pairing video production and service learning together has on everyone.  Students work to learn about technology, copyright, collaboration, initiative, and also learn “about the inner workings of a humanitarian agency” (Bremer & Clark, 2005, p. 41).  And the community is also benefited because the students are working to create videos for local nonprofit organizations.  The individual organizations are also enhanced because they then have a video that they can use to promote their cause.  Implementing this idea has incredible benefits for students in numerous subjects/areas, and also works to help our community.  After reading their article, I find it very difficult to pinpoint any negatives that can arise from implementing this idea into our classrooms!

Reference:

Bremer, J. & Clark, M. (2005). Filming Compassion. Learning & Leading with Technology, 32(7), 39-41.

Thanks for reading!

Catherine Weldon

New K-12 Computer Science Curriculum

Picture from: Pics4Learning.com

New K-12 Computer Science Curriculum by Allen Tucker details the need for United States’ schools to integrate a computer science curriculum.  Tucker seeks to inform his readers about the report, published by the Association for Computing Machinery, which proposes a framework for integrating computer science.  In this article, Tucker attempts to persuade foundations, organizations, schools, and individuals to support the effort to “educate young people in computer science, thus better preparing them for effective citizenship” (Tucker, 2004, p. 17). 

            Tucker makes some very logical arguments as to why computer science curriculum is important to our students, noting that it is also becoming a growing profession in our global economy.  He explains that it is essential for our public to gain an understanding of computer science and curriculum implementation is the best way to do this.  As educators, we should recognize this because we are supposed to be preparing our students for the future.  There is a growing need for computer specialists in the workforce, and neglecting to teach computer science may be closing career doors for many of our students. 

            What I found to be most valuable in this article was the framework that Tucker details, which explains computer science curriculum at the varying grade levels.  From Grades K-8 there should be an integration of basic technological skills with simple problem solving ideas.  This would satisfy NETS 6a because the students would be incorporating basic skills, therefore demonstrating an understanding of technology systems.  In addition, by the use of modules to aid in existing units the students would be addressing NETS 1c because they would be gathering information from models and simulations to explore different subject content. 

Even if state standards are not currently in place for computer science, as educators we can implement this idea in our everyday classrooms.  Using modules to accompany our lessons will help to promote student interest, engagement, and, in turn, student achievement.  We can also find culturally relevant modules and resources that allow students to gain an appreciation for diversity, something that can sometimes be stifled by our own knowledge or availability of resources.  In addition, implementing the use of modules and online tools works to satisfy NETS 5 because it helps students to recognize the educational value of technology, something that educators should be highlighting in the ever-growing Twitter, Facebook, iPhone, MySpace, iPad, Blogger world!

            During Grades 9 or 10 students should be appreciative and understanding of the principles, applications, and methodologies of computer science in the real world.  Tucker explains that this is a crucial aspect of computer science curriculum because students will have this as their last computer science experience, and “it should be considered essential preparation for the modern world” (Tucker, 2004, p.18).  This addresses all of the NETS, but specifically would satisfy NETS 2 because this fosters global awareness, cultural understanding, and communication that will help them in the future.  At Grades 10 or 11 students focus on scientific and engineering applications of computer science, while also addressing social impact and networking.  This satisfies NETS 5 because students will be working to analyze societal and human issues in relation to technology. 

And the final level of the computer science curriculum is an individualized focus on a specific aspect of computer science, which may include multimedia projects.  This would work to satisfy NETS 1, 2, and 3, because students would create their own works while effectively communicating their information and processing/reporting results from their findings.  This idea can also be implemented in a classroom in terms of portfolio projects or other forms of authentic assessment.  We should be equipping students with the skills and knowledge to create projects with technology, and they should be encouraged to incorporate technology into their studies.  I see the benefits of having students create portfolios as a more complete means of assessment.  By using multimedia projects and other technological resources I can encourage my students to create online or interactive portfolios, which will not only allow them to see their progress, but also help them to gain an appreciation and understanding of the practical applications of technology.

Tucker also details some of the challenges that we face when trying to implement a computer science curriculum.  He explains the huge impacts that lack of funding has on its implementation, but explains that in order to make this curriculum work we must address “teacher preparation, state-level content standards, and curriculum materials development” (Tucker, 2004, p. 18). 

Tucker concludes his article by detailing the need for computer science to be recognized as an important and meaningful academic content.  He explains that collaboration among educators and communication about the importance of implementing a computer science curriculum can help to highlight the need in our K-12 public schools.  Tucker also addresses the need for adequate funding in order to get a computer science program into public schooling and states “corporations, foundations, and other external sources should support this effort by providing incentives” (Tucker, 2004, p. 20).  This actually makes perfect sense considering that the world market needs computer specialists.  Money talks, and if corporations and organizations (that may or may not benefit from its implementation) provided monetary or resource incentives to schools, it is much more likely that school would begin to implement and gain an appreciation for a comprehensive computer science curriculum.

Reference:

Tucker, A. (2004). New K-12 computer science curriculum. Learning & Leading with Technology, 31(7), 17-20.

Making Field Trips Podtastic!

Image from VeganSoapBox.com

Making Field Trips Podtastic by Aliece Weller, John Bickar, and Paul McGuinness proposes an interesting component that can be incorporated into field trips.  The article begins by explaining an interactive way for students to become engaged on field trips.  Incorporating Podcasts and the use of handheld devices during field trips “allows a student to interact with museum exhibits in a guided, yet exploratory way.” (Weller, Bickar, & McGuinness, 2008, p. 19).  It explains that handheld devices allow students to get information that corresponds to the field trip through a virtual tour guide and Web access. 

The authors created this article to try and explain that using Podcasts can significantly benefit students.  Their module makes information accessible and increases student understanding and their time spent at the exhibits.  The educator can create a Podcast and keep student participation through mini quizzes.  The authors explain that they have created an easy-to-use module that uses software that is available to most teachers through their schools (such as headset microphones, digital video cameras, iTunes, GarageBand, etc.).  And the authors give examples of how this technique of Podcasting-to assist in field trips-addresses all learning styles and fosters a learning experience targeted towards student success.  This is also a valuable resource because both teachers and students can customize their learning experience. Also, the article explains that students should show their understanding of the field trip theme through multimedia projects.  The reader is also informed about specific handheld devices that can be used.  The authors continue to detail the benefits that handheld devices can provide students with, such as the ability to take digital videos, audio recording, note taking, and the accessibility of information from the Web.

            The authors wanted me to leave this article understanding that using interactive lessons via Podcasts can benefit students in numerous ways.  The authors explain that handheld devices increase interaction, student engagement, and allow students to explore beyond the direct content.  The article explains the importance of flexibility and the wide-range of subjects that this technique would satisfy.  In addition, I appreciated that the authors explained alternatives to using Podcasts or handheld devices in the classroom.  They detailed the various ways in which this module can be used including in after-school programs, by museum educators, or students can even work to make their own Podcasts.  The article ends by describing that this module is merely an extension of student knowledge and students “…would thrive on the artistic and technical elements of creating a handheld field trip.” (Weller, Bickar, & McGuinness, 2008, p. 21).

            Creating these types of modules for field trips satisfies numerous NET-S for students, which the authors discuss in the article.  Students will address NET-S 3 because they are required to gather information through Pod casts and their individual Web searches.  They will also be required to satisfy NET-S 1 because students will synthesize their information to create an original multimedia presentation. The authors also discuss that this module addresses many of the main ideas set forth by the NET-S, such as “…skills of digital literacy, inventive thinking, and effective communication.” (Weller, Bickar, & McGuinness, 2008, p. 20).  

            I enjoyed reading this article because I had never considered the implementation of Pod casts in field trips.  I agree with the authors that often times there are student who are more isolated during trips.  This seems like an incredible tool to ensure student participation.  I also appreciated the use of this module because it allows students to learn at their own pace.  Because my focus in education is special needs children, I realize the growing need to individualize education.  Podcasts and interactive tools can really benefit students of various degrees of availability.  In addition, the fact that the teacher can customize the module makes this a great tool that can work to develop each individual student.  One thing that I found myself worrying about was the anti-social nature of watching Podcasts.  Especially with children with social disabilities, using handheld devices may remove the student too far from the actual physical setting.  However, I have a feeling that if the Podcast directly corresponds to aspects of the field trip, then the use of Podcasts may actually encourage some students to share their findings in the group setting. 

My biggest concern with the use of these modules was the availability of the handheld resources or Wi-Fi.  Unless you are teaching in a very affluent community it is doubtful that the school would provide enough handheld devices for each student or that all students will have access to handheld devices.  However, if I am lucky enough to get my hands on a smaller number of handheld devices, I may incorporate the devices into group work, which would also help to alleviate some of the anti-social aspects of Podcasts.  Overall, the execution of handheld field trips may be difficult for an entire class, which is why I appreciated the alternative uses for this module that was provided by the authors.  At our current stage in education, we may have to begin implementing the use of handheld devices on a smaller scale through things like after-school activities.  But we have to start somewhere!

Weller, A.M., Bickar, J.C., McGuinness, P. (2008).  Making Field Trips Podtastic!. Learning  Leading with Technology, March/April 2008, 18-21.  Retrieved from www.iste.org

Breathing Fire into Web 2.0

            Breathing Fire into Web 2.0 by Justin Hardman and David Carpenter is a detailed account of a comprehensive collaboration tool that has been implemented in the Hong Kong International School.  The authors wrote this piece to share the benefits of this innovative system and to help persuade educators to improve their use of technology in and out of the classroom.  The authors explain that the future is in technology and if we do not incorporate technological systems into education, we are not preparing students for the “real world”.  This article details the development of myDragonNet, which takes into account all of the needs of students, faculty, and parents alike.  This system is an “all-in-one, online communication and collaboration system” (p. 19) that fosters communication, curriculum development, and documentation of achievements.  Teachers are able to easily communicate with parents, students or administrators and use this system to create custom homepages and calendars. Students create their own portfolios to show and document their achievements throughout time, where they can design it themselves to promote individuality.  Every aspect of this system is personalized and it makes curriculum and resources readily available to all.

            The authors wanted me to leave this article understanding how systems of technology help to create a learning community with substantial educational benefits.  In addition the authors stress the need for systems to constantly evolve and explain the importance of being open to new ideas and alterations.   The authors have taken the future into account in noting that myDragonNet “…is designed for future adaptation and expansion.” (p. 21).  However, I think one of the most important closing points that the authors make, is that implementing systems such as myDragonNet will hopefully help students to realize the benefits of using technology for education and documenting accomplishments, as opposed to checking posts on Facebook. 

            myDragonNet would satisfy numerous NET-S for students.  Students satisfy 1b in their original creations of electronic portfolios as a means of personal expression.  In addition students address NET-S 2a and 2d through the communication aspect of myDragonNet, where they are able to engage in forums.  Also the aspect of the system that entails curriculum has a database of resources that are available, allowing students to satisfy NET-S 3 by applying technology to gather, evaluate, and use information.  A huge aspect of myDragonNet is helping students to understand the value of technology in their education and in the lifelong learning process.  This theme satisfies NET-S 5.  myDragonNet truly highlights each NET-S through its promotion of collaboration, exploration, understanding, and communication.

            Hopefully there will be school-wide systems (like myDragonNet) that will help me to work effectively with other teachers.  In planning to be a special education teacher, I realize the great need for effective team teaching because students are often moved around and put into mainstream classes for some of the day.  Communication and lesson collaboration is also going to be an essential skill for me to have because students with special needs often have all aspects of their curriculum intertwined.  However, if there is no “all-in-one” system in the school that I end up teaching at, I did note a few things that I would like to implement in my classroom.  I think it is a great idea to have a password-protected online webpage where students can access calendars that include after-school activities.  I agree with the authors that this would help to “enable our clubs, sports teams, faculty committees, and other community groups to work together more efficiently and effectively.” (p. 20).  In addition, I think that implementing the use of electronic portfolios for students is a fantastic idea that can help students to note their own achievements.  This is a great tool because having one place where students can compile all of their work throughout time will help themselves and the teacher to track their development.  It is a way for students to take time to reflect on their hard work and be proud of themselves!

Project Tomorrow Speak Up 2009

            Project Tomorrow is a nonprofit organization that conducts the Speak Up National Research Project.  It is responsible for the publication of national surveys and details the correlations to the improvement of education.  The Speak Up 2009 National Findings gives immense insight into the role that technology plays in the lives of students and the importance of connecting it to education.  This was a very interesting article that made me begin to consider many ideas regarding the place of technology in education.  I used to believe that technology does not have as much importance in education as a paper and pencil, but the further into my career studies I go, the more I realize the need to incorporate technology into the classroom. 

            This article makes very convincing and logical points regarding technology in education.  It is explained that technology is prevalent in the world and students are constantly using technology independently.  It seems completely valid that education should include this, considering that education should address student interests and real-world demands.  I also found it important to note that as teachers, it is our responsibility to facilitate learning, which creates a pressure because it is limited by our individual knowledge base.  Technology is allowing students and teachers alike to go beyond the restrictions of the classroom. 

            It is also discussed that students are taking technology education into their own hands.  This becomes a knowledge base that students have, which is very evident in Figure 3, titled “Students are ‘Free Agent’ Learners…” (p. 6).  Because the job of a teacher involves extending upon previous knowledge and experience it seems like a waste of skills not to utilize the knowledge that students have regarding technology.  The use of technology is clearly enhancing student interest through interactions such as online games or simulations, which 18% of students use to learn on their own.  Also it helps to promote student collaboration and social interactions, which we see through the 26% of students who “sought help from other students via social network”.  Clearly not using the technology knowledge that students have may be stifling their opportunities for educational success.

            Table 2 (p. 11) expresses teacher concerns regarding the use of mobile devices in the classroom.  I greatly identified with these statistics because I agree with 62% of teachers in their concern for those students who do not have access to mobile devices.  In an area with a large socio-economic gap this may impact students’ personal growth and highlight social inequalities.  I also wondered if it would add to the distraction of students, which this table illustrates that 76% of teachers worry about as well.  I do see the importance of integrating technology into curriculum, but wonder if mobile devices would benefit some students more than others.  As a teacher, I will have to discover a way to utilize the many electronic resources that students have available, while providing equal technological availability to those students without access.  This article really helped my to look at technology use in a different light and I am interested to see how the statistics will change in the upcoming years.