What is fair use and how does it apply to education?
Apparently fair use is not as straight forward as I thought since I did so badly on that quiz!! Fair use is the acceptable way to use copyright materials such as books, articles, and various forms of media for educational purposes. Fair use is defined by a few guidelines: the nature of the work, the amount you borrow and the effect the use of the work will have on its value in the market. Can you copy an article for you class to read for a lesson? - yes. Can you copy a whole textbook for use in class? - no. Can you make copies of a program which you have only purchased one license for? - no.
The articles and video presented in this assignment shed light on the small details and restrictions that further define fair use. One question that stuck out from the quiz was about the "player" that was distributed on the school's computers and used by teachers and students. Since this is an educational program/player it does not fall under the same distribution laws as other programs such as "Microsoft Office". Several of the examples presented in the reading material, such as showing a movie as a "reward", are things teachers might not think twice about. The responsibility of fair use can fall on individuals, schools or districts. I think it is the responsibility of schools/districts to educate teachers on the ins and outs of fair use. I can see fair use being a tedious process that teachers might find annoying. However, with proper guidance and and clear rules, acceptable use of copyright works can be achieved.
I do think that the copyright rules are a little strict and slightly outdated. In today's day and age all forms of books and media are more readily available than ever thanks to the internet. Teachers have access to so much information that can be beneficial to students. Assignments like this would not be possible without the fair use policy. The articles we read and video we watched all contained copyright notices. One criticism of using copyright materials is that it hinders creativity. I think the video, "A Fair(y) Use Tale" shows the exact opposite. How cool was that video?!
Thursday, March 24, 2011
Monday, March 21, 2011
Week EIGHT
In the Technology Integration Matrix I chose the Collaborative learning environment, Transformation, 1-1 access option. This has students reach out to their peers across the world. Students create a podcast in which they give fellow participants clues about their location in the world. This podcast is then uploaded to the "Where in the World" website where it can be accessed by other students. The students will frequently revisit the website to reply to other students guesses and maybe submit some of their own responses. This project addresses a few teacher skills in the NETS for Teachers standards. In standard 5.a. "teachers
participate in local and global learning communities to explore creative applications of technology to improve student learning." The activity I chose has teachers helping students to create a podcast to share with other classrooms around the world. Using a podcast to convey information is a very creative application of technology. In standard 4.d. "teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools." I think that exposing students to other students in different countries is very valuable. Students will learn about different places and customs around the world, as well as see how other students might communicate. In standard 1.a teachers "promote, support, and model creative and innovative thinking and inventiveness." In the chosen activity students must think creatively to give appropriate clues to their peers. Students must also use the information they are provided by other students to determine their location.
I am pretty surprised about my comfort level with technology after only eight weeks! Prior to this class I had never even thought of writing a blog or recording a podcast. I could see myself being able to do the activity discussed above in a classroom which is the transformation level of technology integration. This activity reminds me of an updated version of international pen-pals. I think it would require a lot of effort and organization and might work best with an older group of students. Having anytime access to computers and working with students who are familiar with technology would probably be factors in the effectiveness of this activity. This activity might be an end of the year project where we could build up to the transformation level of integration by continually using the adaption and infusion stage activities.
participate in local and global learning communities to explore creative applications of technology to improve student learning." The activity I chose has teachers helping students to create a podcast to share with other classrooms around the world. Using a podcast to convey information is a very creative application of technology. In standard 4.d. "teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools." I think that exposing students to other students in different countries is very valuable. Students will learn about different places and customs around the world, as well as see how other students might communicate. In standard 1.a teachers "promote, support, and model creative and innovative thinking and inventiveness." In the chosen activity students must think creatively to give appropriate clues to their peers. Students must also use the information they are provided by other students to determine their location.
I am pretty surprised about my comfort level with technology after only eight weeks! Prior to this class I had never even thought of writing a blog or recording a podcast. I could see myself being able to do the activity discussed above in a classroom which is the transformation level of technology integration. This activity reminds me of an updated version of international pen-pals. I think it would require a lot of effort and organization and might work best with an older group of students. Having anytime access to computers and working with students who are familiar with technology would probably be factors in the effectiveness of this activity. This activity might be an end of the year project where we could build up to the transformation level of integration by continually using the adaption and infusion stage activities.
Monday, March 7, 2011
Week SEVEN
This Podcast is an introduction to the different types of soils around the United States. It breaks down the 12 soil orders that are used to name soils. It could be used as a supplement to a lecture.
Sunday, February 27, 2011
Week SIX
Task 1:
21st Century Skills...Fad or Key? The movement on how to prepare today's youth for tomorrow's world has become a source for debate. Do we as educators continue the school routine that has been "working" for years, or do we try to take a leap and change our approach? I believe that providing students with 21st Century Skills is one of the best things that we can give them for their journey from school to the work force.
Having the ability to problem solve, critically think, and effectively communicate are skills that set the great apart from the good. The article "The Workplace Readiness Crisis" addresses several issues that recent graduate face when entering the job market. While in school, students are under the notion that getting good grades and passing exams will land them their dream job. Where on a test have they learned how to have the charisma and quick thinking to turn around a bad conference call, or the creativity to tap an unusual source for assistance? Recent graduates are in for a rude awakening when they find out that they do not have these necessary skills. I am currently a part of the working world and frequently interview candidates. Some of the things I find myself looking for during an interview are: do they have personality?, will this person work well with others?, how would they respond to a problem? and are they willing to learn? These things I look for are all 21st century skills (i.e. innovation, collaboration and communication). As the article "21st Century Skills - Will our Students Be Prepared?" states "the illiterate of the 21st Century will be those that cannot learn, unlearn, and relearn". It is all about the willingness to adapt.
Supporters of the 21st Century Skills do not discount the importance of knowledge. They believe that knowledge and 21st Century Skills should work hand in hand. I agree with authors in the "21st Century Skills - Will our Students Be Prepared?" and "The Value of Teaching 21st Century Skills" when they say that effectively teaching requires "blending" knowledge and skills and that "when taught concurrently, one reinforces the other". Students must have the required knowledge to back up their innovations and problem solving skills. Those that are critics of integrating 21st Century Skills seem to believe that educators are only interested in the skills, not the combination of skills and knowledge. While I agree with some of the critics that there are still some flaws to the system, continuing to explore and evaluate its potential will only improve its effectiveness.
Task 2:
I liked this video by Ken Robinson. I thought it was comical as well as informative. Like Ken, I think that creativity should play a big part in the way that we educate. Encouraging students to be creative lets them take the lead. Students can paint their own picture of God or act out a character in a play however they wish. With the right amount of guidance and input from the teacher, students will learn through these creative experiences. Students might feel like making a mistake is the worst thing that they can do, so educators must encourage and critique students in a way that they still feel free to express themselves.
I do feel that there is room in schools for other outlets such as art, music and sports. I think that schools must focus on both the traditional subjects (i.e. math, science, and language) as well other disciplines. I do not agree with Robinson when he says that degrees are not worth anything anymore. I think that is it still very important to have a basic and deep knowledge about your subject of choice. Not everyone will grow up to be an accomplished recording artist or star baseball player. However having the skills and creativity associated with these specialties can enhance your typical subjects. Someone who studies fiance or economics and also plays baseball might be great at providing money management skills for athletes. They understand both the money and talent side. The same goes for recording artists and other performers.
At my high school I had many opportunities to engage in creative activities. There were many art and music classes available and students were encouraged to play on sports teams. I went to a small school where there was little competition for spots in these classrooms and teams. Anyone was able to try anything regardless of skill level. I think that it is not just the job of schools to push students toward creative outlets, but also the parents.
Having experience and background in a variety of skills also makes you a more marketable candidate for a job. In today's economy landing a job is not easy. Job seekers need the degree and skills you might gain from other creative outlets. Sports encourage team work and collaboration which are important skills to have in the working world. Sometimes it also helps if you can hold your own at the company golf tournament.
21st Century Skills...Fad or Key? The movement on how to prepare today's youth for tomorrow's world has become a source for debate. Do we as educators continue the school routine that has been "working" for years, or do we try to take a leap and change our approach? I believe that providing students with 21st Century Skills is one of the best things that we can give them for their journey from school to the work force.
Having the ability to problem solve, critically think, and effectively communicate are skills that set the great apart from the good. The article "The Workplace Readiness Crisis" addresses several issues that recent graduate face when entering the job market. While in school, students are under the notion that getting good grades and passing exams will land them their dream job. Where on a test have they learned how to have the charisma and quick thinking to turn around a bad conference call, or the creativity to tap an unusual source for assistance? Recent graduates are in for a rude awakening when they find out that they do not have these necessary skills. I am currently a part of the working world and frequently interview candidates. Some of the things I find myself looking for during an interview are: do they have personality?, will this person work well with others?, how would they respond to a problem? and are they willing to learn? These things I look for are all 21st century skills (i.e. innovation, collaboration and communication). As the article "21st Century Skills - Will our Students Be Prepared?" states "the illiterate of the 21st Century will be those that cannot learn, unlearn, and relearn". It is all about the willingness to adapt.
Supporters of the 21st Century Skills do not discount the importance of knowledge. They believe that knowledge and 21st Century Skills should work hand in hand. I agree with authors in the "21st Century Skills - Will our Students Be Prepared?" and "The Value of Teaching 21st Century Skills" when they say that effectively teaching requires "blending" knowledge and skills and that "when taught concurrently, one reinforces the other". Students must have the required knowledge to back up their innovations and problem solving skills. Those that are critics of integrating 21st Century Skills seem to believe that educators are only interested in the skills, not the combination of skills and knowledge. While I agree with some of the critics that there are still some flaws to the system, continuing to explore and evaluate its potential will only improve its effectiveness.
Task 2:
I liked this video by Ken Robinson. I thought it was comical as well as informative. Like Ken, I think that creativity should play a big part in the way that we educate. Encouraging students to be creative lets them take the lead. Students can paint their own picture of God or act out a character in a play however they wish. With the right amount of guidance and input from the teacher, students will learn through these creative experiences. Students might feel like making a mistake is the worst thing that they can do, so educators must encourage and critique students in a way that they still feel free to express themselves.
I do feel that there is room in schools for other outlets such as art, music and sports. I think that schools must focus on both the traditional subjects (i.e. math, science, and language) as well other disciplines. I do not agree with Robinson when he says that degrees are not worth anything anymore. I think that is it still very important to have a basic and deep knowledge about your subject of choice. Not everyone will grow up to be an accomplished recording artist or star baseball player. However having the skills and creativity associated with these specialties can enhance your typical subjects. Someone who studies fiance or economics and also plays baseball might be great at providing money management skills for athletes. They understand both the money and talent side. The same goes for recording artists and other performers.
At my high school I had many opportunities to engage in creative activities. There were many art and music classes available and students were encouraged to play on sports teams. I went to a small school where there was little competition for spots in these classrooms and teams. Anyone was able to try anything regardless of skill level. I think that it is not just the job of schools to push students toward creative outlets, but also the parents.
Having experience and background in a variety of skills also makes you a more marketable candidate for a job. In today's economy landing a job is not easy. Job seekers need the degree and skills you might gain from other creative outlets. Sports encourage team work and collaboration which are important skills to have in the working world. Sometimes it also helps if you can hold your own at the company golf tournament.
Sunday, February 20, 2011
Week FIVE
Wow what a great way to connect with both parents and students. I could see using this type of technology in my classroom similar to the teacher in the "Flipped Classroom" video. Presenting students with the lesson at home allows them to spend as much time as they need to digest the lesson. They are able to re-play it as many times as they want. Having the teacher there with them when they are going over "homework" assignments is beneficial. Students can bounce ideas off the instructor as well as their fellow classmates. Students are accustomed to learning things from videos on the web, so this process would be something very familiar to them.
Monday, February 14, 2011
Week FOUR
Phew, I made it through my first GoogleDocs presentation and have embedded it (hopefully!) into my blog!This is a very effective way to communicate necessary information to students in a classroom. If I had presented these slides in my classroom, by publishing them online students can revisit them to firm up on any topics. Being able to embed the presentation in my blog allows for one-stop-shopping for the students. Students will only have to visit one website, and the presentations are easily visible. Parents will also be able to connect to what is being presented in the classroom.
Friday, February 4, 2011
WEEK THREE: Task 1
Section 8 of the New Jersey Core Curriculum Standards lays out ways for technology to be employed in the classroom. Teachers from any subject can use these standards and apply them to their content area lesson. Students who are able to use technology for problem solving and project completetion will be assets to our ever-changing society. As Michael Lasusa, principal at Chatham High School, stated; districts, schools and educators HAVE to be interactive because students are so accustumed to this lifestyle. Students have vast amounts of information and media at their fingertips. To be able to engage students educators must “cut through the media to capture their attention”. Although educators might seem in competition with digital resources, the solution to the problem seems to be to work with the digital resources to invovle the student. I am amazed at the advancements such as smartboards, podcasts and LCD screens that exist at Chatham High School.
The video from Catalina Foothills School really got my attention. My content area is Earth Science so I was really excited to see the lessons Mr. Draper was using with his students. The fact that earth science is so hands-on is exactly the reason I got into the subject in the first place. Seeing geologic features first hand is so powerful in the learning process. This sort of hands-on experience is one area where technology might fall short. While students can access videos and pictures online, these images do not compare being able to pour water down a model stream and seeing its effects. However together, technology and hands-on experiences produce optimal learning. In Mr. Draper’s class students were able to take concepts from the classroom to the community.
When I am navigating the job market, a school’s technology resources will certainly be something I consider. Being provided with the correct tools can only improve the way we teach students. As a future educator who has exposed to the benefits of technology in a classroom, I will urge my school to invest in learning formats that will fit in with 21st century skills.
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