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.
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.
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 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.
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