Google Site

https://sites.google.com/site/townsendt4540/ 

Activity #6: Case Study

What happened?

A biology and technology teacher teamed up on a project where their students created a virtual zoo. Students were presented with the task of creating a website and display photos and information found on the Internet to create the virtual zoo. The teachers encouraged the use of sites such as Flickr and discussed fair use as it pertains to copyright issues. One of the goals of the project was to educate students on copyright issues and fair use works. The teachers encouraged students to link back to the original site. They also discussed adding value to the work and how that pertains to fair use.

Response to the email from the photographer

            The photographer who was upset that the class had used his photo said that it was not legal or moral to use without his permission. He stated that they were disobeying copyright law and common decency. The photographer believed that it was theft. The technology teacher was not concerned; she believed they were dealing with fair use and had nothing to worry about as far as copyright was concerned. She claimed that her students were adding value and transforming the work, which protects it from copyright infringement. The teacher had her students reflect upon the email, discussing how they added value and transformed his work. Because the photographer posted his photo on Flickr, the teacher felt as though he had a misunderstanding of creative commons and should not have been upset by their use of his work.

My response

Section 107 of the copyright law states the “purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes” should be considered when determining if something is fair use. In the teacher’s defense, her class was using it for nonprofit educational purposes. However, the government does encourage asking the owner for permission. This would have been the perfect opportunity for her to incorporate the lesson on how to ask for permission for her students which is one of the tenets provided by the educator’s guide to copyright and fair use. Instead of reflecting on this after the fact, it would have been a great example of asking for permission and considering the author.

Second, the educator’s guide stated that, when planning to post work that you have not created on your website, you should avoid downloading photographs. It’s difficult to say if the students transformed his work enough to be considered fair use. In the guide, it states that the works must be “altered significantly” to be considered fair use. Simply reposting the photo on a new website does not qualify as significantly altered.

I believe that the teacher should have made her students request permission for the photo before using it on their virtual zoo site. It would have been a great lesson in respecting someone else’s work and on how to obtain permission. I don’t think it was significantly altered enough to be considered fair use. However, if his picture was located on Flickr’s creative commons page, then she was absolutely correct in her assumptions of fair use. 

Reflective Post #6: Legal and Ethical Uses of Digital Information and Technologies

http://www.copyright.gov/fls/fl102.html

The government’s website on copyright restrictions provides readers with the basics of copyright laws. First and foremost, one should always ask permission before use if in doubt of whether or not it violates restrictions. A work is considered copyrighted if it is written down, recorded and creative. The purpose of copyright is to ensure that the creator must be compensated, which encourages creativity in others and, therefore, society benefits from these works. The creator doesn’t have to register the work, announce it as his or her own or display the copyright to enjoy these protections.

There are several works that are not copyrighted. These would include factual works, works not fixed in a certain form of expressions, titles, names, short phrases and slogans, ideas, procedures, methods, processes and those works with no original authorship. Additionally, any works in the public domain are not copyrighted. These would include any work from the federal government, anything published before 1923, most works between 1923 and 1978 or any work where permission is granted by the author. Even anonymous works are copyrighted for 95 years.

An Educator's Guide to Copyright and Fair Use (all five parts)

The main idea behind fair use is that it allows others to use the work as long as the use does not divert income from the creator. There are four factors that constitute a work as fair use.

First, the purpose and character of the use of the work is considered. It should be used for nonprofit educational purposes. If the new work is transformed and used for nonprofit purposes, it is considered fair use. Second, the nature of the work is to be considered. If it is published and factual, it is more likely fair use material. Third, the amount of the work used in proportion to the whole work needs to be considered. The smaller the percentage used, the more likely it is fair use. Lastly, if the new work appeals to a different audience than the original work, then it is fair use. This guide recommended educators focus on using items in the public domain and ask for permission when it doubt.

Next, the guide discussed new technology and how it relates to copyright issues. The Internet, first and foremost, is not public domain. Most often if an educator uses the URL and title, it is considered fair use. An educator should avoid using a site’s graphics and never make it look as though the site or work is your own. One should always link to the main page of the website and don’t copy code.

Freeware is also not considered public domain. There are several different types including communication software, shareware and freeware. Multimedia projects can be used for face-to face presentations, directed self-study, a presentation at a conference or for tenure review and job interviews. An educator must credit sources, of course.

School districts are held liable for their employees’ copyright issues. Educators are challenged with helping students learn the value of protected, created works. As educators, we should teach students to request permission from the creator before using their work and also teach them how to request permission.

About creative commons

Creative Commons allows people to share their works to be used by others as long as the user cites the original creator. People are not allowed to sell or profit from using the works, however. This forum allows maximum creativity, sharing of ideas and innovation between members. Creative Commons creators feel this type of sharing is more compatible with using the full potential of the Internet.

Creative commons as it specifically relates to education

Creative Commons allows access to education for those who don’t have access to new materials, due to financial issues or other issues. It is a form of open education that provides top-notch learning and materials for free to anyone who seeks it. This is very similar to the MOOCs we researched earlier in our readings. The article and video reference edX and other free online courses. These types of educational forums allow for the materials to always be revised and, therefore, eliminating the issue of outdated materials that often plagues low-income schools systems. Teachers can use these materials as well and provide their students with the most up-to-date educational materials.

Reflection

This is my first year at my current district and, before school started, I had to learn all about copyright issues. I found the readings this week to be much more informative. However, I still find the copyright issues a little vague. It seems as though it would be difficult to request permission and know exactly when you are infringing on others’ rights. I agree with the educator's guide that students need to learn how to request permission; this is something I don't know how to do. 

I found the five parts of the educator’s guide very helpful. I believe I can now differentiate between public domain and fair use. I appreciated the discussion of new technologies as it pertains to the use of the Internet and copyright issues. I often use the Internet to find materials and items to add to my lesson plans. I use www.teacherspayteachers.com most often. This site makes me feel at ease as it pertains to copyright issues because you pay a small fee to the creator for the use of the items. It is very similar to the Creative Commons concept except that users pay a small fee.

The idea of Creative Commons appeals to me. As an educator, I enjoy sharing my ideas with others and don’t mind if others use my works as long as I am credited. I agree with the author that sharing ideas inspires creativity among the users and innovation of new ideas. The idea of having free access to new materials is something that would appeal to all educators. For example, I am using a Geometry textbook from 1991 and I work in a higher income school district. It would be nice, especially with the upcoming Common Core PARCC tests, to have free access to new textbooks without having to worry about copyright issues.

Rubric Evaluation

Summary Paragraphs: 5/5, Good

There is one well-developed summary paragraph per reading. 

Reflection Paragraph: 5/5, Good

My reflection paragraph relates to my own educational experiences and the readings.

Quality of Writing: 5/5, Good

Writing is clear and contains no spelling or grammar mistakes.  

Connection To Readings: 5/5, Good

Reflection paragraph make a strong and coherent connection to each reading.

Activity #5: Response to Email Scenario

Here is the letter received from a parent: 

Dear Miss Ross,

My daughter, Ally McDonald, has been participating on your blog site and she enjoys the work very much, but lately another student has been leaving her mean comments.  They aren’t terrible or slanderous; they are more like underhanded nasty statements disguised as reasonable comments.  For example, in the book you are currently reading, Logan jumped into the water to save Ben and Ally commented on this.  This student then said, “You are so insightful, Ally.  I’m sure no one could have guessed that would happen.  I wish I was as smart as you.”  Could you please look into this and let me know how you can help diffuse the situation?  Ally is quite upset by it.

Mrs. Patten


Here is my response:

Dear Mrs. Pattern,

Thank you for bringing this to my attention. While I value the experiences for the students while creating and using a blog to reflect on their learning, I am upset that the students have engaged in hurtful and unhelpful comments with Ally. I completely understand why she is upset. Cyberbullying is an issue the U.S. government, and our school, takes very seriously. We have biweekly lessons on the topic and students are encouraged to report such matters. Ally was right in bringing this to our attention. I commend you for preventing further bullying attempts by being aware of Ally's online use.

As for the students leaving Ally hurtful comments, they will be dealt with according to our Appropriate Use Policy. The policy states that a student's "use of the School District Board of Education’s Internet, computers, email and networks (hereafter referred to as “Computer Networks”) is a privilege and not a right. Students are to use the Computer Networks only for educational purposes. Unauthorized and inappropriate use will result in a cancellation of this privilege." I will discuss this matter with our school administrators and we will take an appropriate course of action. I will keep you informed. 

Obviously, I am very upset by this turn of events. I am sorry that Ally had to endure this unfair treatment. Thank you for bringing it to my attention. 

Sincerely,

Tiffany Townsend

Reflective post #5: Safe and Healthy Use of Technology

The 9 Elements of Digital Citizenship in Schools by Mike Ribble

In this article, Ribble discusses the nine most important elements for successful digital citizenship. First, students should be provided with equitable digital access. Schools need to be aware that not all students have access to technology in the home. Special attention should be paid to students with special needs and rural students; these students are typically those that do not have appropriate access to technology. Second, students should be taught how to be a savvy digital commerce participant. This will teach them how to avoid online scams and protect their financial information. Third, students should be taught the rules for appropriate digital communication. They need to be taught that everything they post lives on digitally. They also need to be exposed to using blogs, instant messaging, texting, etc. and learn how to use them all appropriately. Fourth, students need digital literacy and learn how to use technology appropriately. Teachers also need professional development to learn how to integrate technology in the best way for their students. Fifth, students need to learn digital etiquette. Teachers need to be role models in this area by showing how to appropriately use cell phones, email and other forms of technology. Sixth, students need to learn about digital law. They need to understand the consequences for plagiarism, sexting, etc. and how to avoid these issues. Seventh, students need to learn their digital rights and responsibilities. They need to adopt appropriate behavior and follow Google’s motto of “do no harm”. They also need to learn and understand their school’s appropriate use policy. Eighth, students need to be aware of their own digital health and wellness. Issues such as carpal tunnel, eyestrain, poor posture and addiction to the Internet need to be explained and evaluated. Lastly, students need to understand and use digital security. They need to be aware of virus protection, meeting strangers on the Internet and hackers.

www.stopbullying.gov/cyberbullying/

According to the U.S. government, cyberbullying is becoming a real problem. Cyberbullying consists of a student being harassed by some form on technology. For example, students may post offensive statements on sites such as ask.fm, Instagram, Tumblr, Twitter and Facebook. They may also share inappropriate pictures or statements through text messaging. Students who are cyberbullied are more likely to use alcohol and drugs, skip school and have low self-esteem. Parents can prevent cyberbullying by policing their Internet and cell phone use. They should know their child’s passwords and look at all of their online communication and sites visited. Parents should also discuss rules for appropriate use of technology within their family. If cyberbullying occurs, parents should keep track of exact exchanges, times and dates. They should report it to their online service provider, law enforcement and their school.

When Playing Video Games Means Sitting On Life's Sidelines

This article focused on the reSTART program designed for those who are experiencing Internet or video gaming addiction. They report males addicted to video games mostly experience their program. The report focused on Joey M’Poko, a young male who recently moved to the United States. He reported that he was lonely and had a hard time socializing with his new peers. He was also addicted to smoking pot. Video games, and online gaming in particular, were a way to interact with peers and avoid smoking pot. However, this online engagement kept him from interacting with peers on a personal, face-to-face level. At reSTART, he is learning to relax and interact in new ways not involving the Internet.

Reflection

At the beginning of the first article, the author asked the reader to focus on which aspects needed to be addressed by the school in which we work and what needs will need to be addressed in the next two to four years. While reading the The 9 Elements of Digital Citizenship in Schools, I realized several areas in which my school needs more focus. I don’t believe our students with special needs have equitable access to appropriate technology. The use of ipads and personal devices could help in this matter. I also believe my school needs to teach students how to be involved in digital commerce in a safe and effective way. I also believe we need to address digital health and wellness. After hearing about many of my students’ weekends and breaks, it is apparent that many of them spend most of their time on the Internet or playing video games.

My school has a very strict anti-bullying policy with a focus on cyberbullying. I was aware of the definition, effects and how to report these situations. Me have biweekly lessons on bullying with a heavy focus on cyberbullying. The article on cyberbullying had great information for those not familiar with this topic. The main way to be successful in preventing cyberbullying is to be aware of the most popular sites for students. I am always sharing with my friends the various sites my students use that definitely need to be policed by parents. The most upsetting site, and one that most people are unaware of, is ask.fm. This site allows anyone with an account (which takes seconds to procure) to post anonymous responses to a person’s questions. For example, a student could ask “Do you think I’m cute?” and other students can post anonymous responses. As a parent, I would never allow my child to use this site either as the poster of questions or as a responder. However, many parents aren’t even aware of this site or how it works. Many students have been bullied on this site. Cyberbullying is also terrible because it allows the student to be bullied 24 hours a day, seven days a week. They can escape the in person bullying when school’s over, but cyberbullying never stops.

I was fascinated by the idea of the reSTART rehab program for those addicted to online gaming. Many of my students spend most of their free time online either texting, using Instagram and Twitter or online gaming. I can see how easily it would be, especially for those students who are insecure, shy or with a low self-esteem, to easily be wooed by the idea of interacting with people online. This behavior can definitely keep students on the sidelines and keep them from enjoying interpersonal activities. 

Reflection Grade

Summary paragraphs: 5/5 

There is one summary paragraph per reading. Each is substantial and well-developed. 

Reflection paragraphs: 5/5

My paragraphs are substantial, well-developed and show deep thinking about the readings. 

Quality of writing: 5/5

My writing contains one or fewer errors; very organized and connected

Connections to readings: 5/5

I connected my thoughts and reflections to the ideas presented in the readings. 

Collective Intelligence Reflection

I have to say this week's readings and activities have me very excited. I have been thinking all week of how I can integrate this idea into my math classes. All of our 8th graders have their own Google Chromebook which makes trying this new idea even easier to implement. I enjoyed logging onto our shared document this week and reading what everyone presented for our topic on education. 

“The logic behind Google, Lines, Wikipedia, etc. is not used as a learning tool,” states Ilon (1). I started thinking about how to incorporate Ilon's ideas into my mathematics classroom. I think I will try it first with my honors Geometry class. They are very independent and responsible; I feel they would be a good group to try it out on. In 7 Things You Should Know About Personal Learning Environments, the authors stated that a few issues arise when using PLEs, especially in the beginning stages. The lack of continuity for students, along with the vague definition, may prove unsettling to those students who desire more structure. Students will also need self-awareness and time to get used to this new method. It is also difficult for students as most of them are unaware of how they learn best. This is quite a bit of responsibility, especially in the beginning. I feel my honors students possess many of these skills which is why I would try it with them first. 

I can see trying something like we did this week. Give them a topic, have them share each day and delete/add as necessary. I even thought of having them find problems that relate to the topic, solve them and correct each other's work online. My colleague and I were discussing the need for a grading rubric as all 8th graders want to know if it's for a grade and how it will be graded. I would like to possibly try using groups of three or four and giving them each a different topic and having them share with the group. I completely agree with Ilon that teachers are no longer seen as the keepers of the knowledge and that students should be more involved in the learning process. I better understand, after our activity this week, how this could work in my classroom. At first I think my students would be a little overwhelmed by the responsibility, but I also think as they got used to it, they'd enjoy it. 

We also discussed different pedagogical styles this week during lunch  in the teacher's lounge. We discussed discovery-based learning, project-based learning, collective intelligence and lecturing. All of us came to the conclusion that a balance of everything is really the best method. Some students will not like the uneasy feeling that comes from trying a new learning method. However, through the use of different methods, including collective intelligence, students will find out how they learn best.