Digital Project Research

Fair Use Practices (FUP) and Copyright issues is a subject to teach students, especially as they start to write their own research papers.  Knowing what it is, why it is important and how it affects them is a good place to start, and should be explained to them before giving the assignment.

What is copyright?, they may ask, although most would know yet not be able to explain it.  A copyright is property rights attached to original works of art or literature, which grants the author or creator the exclusive right to reproduce, distribute, adapt, perform or display the protected work.  No one else may use, copy or alter the work, unless permission has been granted by the author or creator, who has control over all forms of reproduction including digital formats as well as photocopies, recordings on videotapes or compact discs. 

Some excellent lesson plans have already been developed to assist the classroom teacher to impart this knowledge to students, and used six sessions. (It included an article about why Thomas Jefferson would have liked Napster!)  Ususally students are simply given very basic information on plagiarism, with perhaps some examples of what not to do.  Unfortunately, they do not understand nor do they adhere to these admonitions.  Students simply do not know what it is or that they are being unethical.   A different resource found during the course of this reasearch was another lesson plan which also included assessments, and this one was only three sessions long addressing paraphrasing as well.

There are six areas of fair use: printed material, both short and archives, video, music, computer software, internet and television.   Guidelines exist to allow for educational use of certain materials, which is referred to as Fair Use Practices.  These address the purpose of use, the nature of the work, the proportion or extent to which the material is used, and the effect on marketability.  With the increasing use of technology, it is imperative that our students know about FUP and copyright issues in order to be good citizens.

This assignment has been an educational journey of epic proportions for this researcher.  At first it seemed simple enough to research, yet when one delves into the information, with the idea of teaching it to our students, the sheer magnitude of the subject can become overwhelming.  FUP and Copyright was only a fifth of the digital safety portion of this class, and one that will certainly be taught in future classes conducted by  me.

Students in my classroom will also be introduced to Wiggio, especially if divided into groups for project work.  This has been one of the more enjoyable tools given this semester.  It has become a personal challenge to use all aspects of this 'meeting-room'; from adding files or links, to scheduling events, calls or chat rooms, or creating a document to share with others.  They don't have to all be online at the same time in order to work on a project.  It will be a great tool to give students to use!
For this group, most of the tools were used as well in creating the presentation. Eventually, all members participated in some form and contributed through this medium.

Byrne,R. (2009). Comprehensive lesson plans for teaching copyright. Retrieved April 24, 2012 from Free Technology for Teachers. Website: http://www.freetech4teachers.com/2009/05/comprehensive-lesson-plans-for-teaching.html

Copyright:United States Copyright Office (2012) Retrieved April 30,2012.  From Library of Congress. website: http://www.copyright.gov/

Kardick, M., (2012).  Exploring plagiarism, copyright, and paraphrasing. Retrieved April 24, 2012 from ReadWriteThink website: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-plagiarism-copyright-paraphrasing-1062.html?tab=4#tabs

Teaching Copyright, (2012).  Retrieved April 24, 2012 from Electronic Frontier Foundation website: http://www.teachingcopyright.org/

Tech-y Tools for Teaching

When I began this class, I knew how to do e-mail, word documents, and a bit about power-points. Now that I've been introduced to the many options of using technology in the classroom and for personal use, I have realized that I knew quite a bit already!
Some of these newly found sites have already become favorites, and some are still being investigated. Here is a sampling of a few which are being used with great regularity and an assessment of EIGHT of the most frequented.


1.

This free bookmarking tool has quickly become a favorite, allowing for organization of websites and information in an online three-ring binder. It is a visual portfolio of resources and has a presentation mode making it easy to share pages and sites in a classroom. Resources are catagorized by tabs and subtabs, and are easily rearranged if necessary. Links can be uploaded, either documents or PDF formats, in one binder; can be rearranged, deleted, or added to with ease. With tutorials and webinars available, as well as a plethora of subjects available in public binders by other educators, this is a library of educational information!
There seems to be no down side to this tool, and I'm excited to introduce it to students in my classrooms.
This one rates a - 5
http://www.livebinders.com/welcome/about


2. Firefox is free open source web browsers which has 25% of worldwide use, and is the third most widely use browser. Its success is due to continual updates and improvements, now in its 14th revision with another version soon to be released. One of the favored features is the multiple tab useage, as well as links for bookmarks, history, and tools. Particularly helpful is the "URL complete" in which only the first few letters are typed into the address bar, which activates a drop-down with choices of previously visited sites with those characters. Searches are easy and it lists recent downloads. It has a faster response rate than Internet Explorer, and has regular updates as well.
This one rates a - 5
https://www.mozilla.org/en-US/firefox/11.0/releasenotes/


3.
Google Apps is an array of products from the Google domain name which has multiple customizable applications for many different uses. The most popular is G-Mail which has several features making it more favored above Yahoo mail. On the G-Mail site there is access to calendar, documents, maps, search and more. Documents can be viewed and/or downloaded, and shared; worked on together in different locations, or grant permission for others to edit documents. It is a complete office suite of applications.
The calendar can be customized with colors and icons, as well as G-Mail. Chats are availble with those in the contact list, or there is a tab in which one can catch up on world news, sports and entertainment. One of the more enjoyable features is Google Earth, which allows for exploration of the entire world or just the neighborhood of residence.
Google Apps has editions for business and for education, which makes it easier for teachers, admin, parents and students to communicate and stay connected. There is much more to learn about Google Apps and the many ways in which it can be used.

This one rates a - 5 +

www.google.com/apps 4. This is a course management system which educators use to create online learning sites for students to navigate their assignments for various courses. Features of the Moodle site are: easy assignment submission, forums, participant list, online calendar and grades. It is a protected environment so only those with a password can get into the site. Navigation within the site is simple and easy to follow. Students can access instructors or other participants by e-mail or by chat. This site allows for collaboration and communication and is FUN to use! This one rates a - 5 http://moodle.com/ 5.

Another FREE online toolkit assisting groups to work together with ease. (Check the link for YouTube tutorial.) Being the least tech-savy member of two groups, it was easy to send a link, attach a file, set up a chat, and schedule a reminder about class. Yet to be explored are the conference call and virtual meeting with the current group members. Although the initial focus was on the college market, it could easily be used by families or groups of friends. With the ability to add, schedule, create and send this is a perfect site for use by almost anyone!

Definitely rates a - 5
http://www.wiggio.com/




6.
Prezi is a non-linear, cloud based presentation tool. The ability to zoom into the slides, to rotate them and create a path from one to another makes it fun to use and promotes the use of imagination rather than boring stacked frames of Power-Point. This tool brings ideas and presentation to life, by transitioning with a path. It possible to present offline, share Prezi's or conduct a meeting by Prezi. This was the most impressive presentation tool and it will be used more in next years' classroom assignments. There is still more to learn and master with this one, especially with the acquisition of an I-Pad!

This one rates a - 5
www.prezi.com



7.

Another FREE website builder that has a simple user-friendly drag-and-drop format. Most reviews listed cite positive interaction with the site, yet there are a few negative comments about the 'pro-fee based' upgrade. Personally, I did find it easy to start a website and it too, can be used as a blog. And, the many YouTube tutorials provided instruction which made it possible to set up a website in only a few minutes. The personal website is still under construction, yet the confidence gained from actually having a website now is encouraging more technological adventures! Because of the lack of experience still,
This one rates a - 4

8.

Video mail was a new experience. The introduction which had family members contacting each other and the business partners provided aspirations of possibilities. Not only is it possible to send from computer but also from a mobile device. (For those of us old enough to remember Dick Tracy comics, it has come to life!)
One can pre-record videos and use as a mobile business card. This provides video chatting on the go, no downloads necessary, and unnecessary for others to be online to receive the message. And, yet another tutorial on how to use video mail as an educator in the classroom gives an updated view of digital technology.
So many possibilities with this tech tool! More adventures and possiblities are presenting themselves to this educator! Still learning how to make more use of this tool, so it also will rate - a 4
http://corp.eyejot.com/


These have not been the only technology tools that I've used. With great regularity Facebook, Twitter, Skype, Yahoo IM and LiveText have also been accessed. These eight tools are the best that I have encountered in the very short time span of this class. Yet, I've been given lists of other search engines, web conferencing tools, web site builders, and more. These though, have taken me through the threshold of intimidation into a portal of excited possibilites!

Benefit of Educational Games

Educational games engage students in ways that are more understandable to them and easily accepted by them. Games are more than just entertainment in the field of education today, and provide a way of learning which combines enjoyment, motivation, gratification, and social interaction (Keesee, 2011). Since most games are now online, it is imperative for educators and parents to embrace and understand the necessity of computer games and how to use them for collaborative development.

The fact that video games are now recognized as excellent teaching tools is reflected in the fact that there is now a senior policy analyst in the White House Office of Science and Technology Policy (Toppo, 2012). Constance Steinkuehler is developing games which improve health, education, civics, and more, all designed to push a national agenda. A new genre of 'serious games' is emerging which will engage participants in educational subjects using the mechanics of video games, many of which children are already well versed.

For the purposes of this assignment, the game that was chosen by my group focused on math, specifically the skill of division. It allowed for active participation, showed results, provided motivation and gratification by seeing the scores and their improvement. For elementary or middle school students it would be preferable to memorization of math facts. A rubric was created easily, to "grade" the game for possible inclusion into the classroom. It is a good suggestion to use for other games, especially in this genre, as the rubric created is generic enough to be used for most online video games.

From a personal standpoint, it is not a game that would be used in my classroom, due to subject matter and age appropriateness. It is difficult to see how a game would benefit or be useful to the grade and subject which is taught at this time by this author. While it is easy to say that upon entry into high school, serious study should be encountered by our students, one must be open to the possibility that learning grammar, or literature genres, or vocabulary could be enhanced with the use of video games. As professor Cathy Davidson from Duke University said, "We're not worried about the fragile mental state of our children, we know games work." (Toppo, 2012).

Academic Skill Builders, (2012). Demolition Division. Retrieved from: http://www.arcademicskillbuilders.com/games/demolition/demolition.html

Keesee, G. (2011, February 6). Educational Games. Retrieved from: http://teachinglearningresources.pbworks.com/w/page/35130965/Educational%20Games

Toppo, G., (2010, February 2). White house studies benefits of video games. USA Today. Retrieved from: http://www.usatoday.com/news/washington/story/2012-01-26/edcuational-video-games-white-house/52908052/1

Lesson Plan - ASSURE Model

Analyze Learners

Number of Students: 27 11males/16 females Age Range: 15-16 Mental, Social, Physical, Social Notes such as: Disabilities: 2 SPED Learning Differences: Unsure Cultural/Ethnic Notes: 15-Fillipino/9-Chamorro/2-Chuukese Current Knowledge-Higher level scoring class Prerequisites, and Notes about Learner Attitudes- more motivated to learn Learning Styles - (Estimate % of Students) Visual – 30% Auditory (Aural)- 30% Kinesthetic (Hands On)- 30% Other- Rather talkative class, very comfortable with each other and teacher, willing to go along with and attempt new methods & activities.

State Objectives

ABCDs of strong objectives are included: A – Action: List and Identify, from stories read in class, the five elements of short story, plus title, author, and at least one vocabulary word B – Behavior: Create a chart (spread-sheet) arranging the elements into a columns C – Condition: Collaborate with a group of 4-5 classmates, to design the chart with all elements present from the list of stories. D – Degree: Present and evaluate –presentation of the chart made

Select Methods, Media, , and Materials

All methods, media, and materials needed for the lesson are listed.. 1. What are the methods? Referring to notes, worksheets, tests expand chart from journal started in class; Discuss with group why and how each component fits. Use brain-storming, mind-maps, color- pencils/markers/ink to create ideas for connecting parts. Rubrics will be handed out to students, and explained, with expectation that final results are to be submitted electronically. 2. What are the media? Using computer to make spread sheet and power-point to present to class (in the event that student does not have computer/internet access- can present on flip chart or poster). Being in information age, it is important to know how to use multi-media to present. Teacher demonstrates procedure with own computer and multi-media projector. 3. What are the materials? Journal/notebooks, completed worksheets, graded tests, and Text- Glencoe Literature-Course 5. These were the primary sources for information covered in class.

Utilize Media, Materials, and Methods

For each listed above, details of how they will be implemented into the lesson to enhance learning with using 5Ps. 1. Preview the materials: Students will need to be aware that they need to gather the worksheets/tests/journal entries. Teacher may need to have extra copies of worksheets handed out in class available, especially for the newer students. 2. Prepare the materials: What things need to prepare before the lesson? Teacher will need to prepare samples (a visual display or chart) for students to view; perhaps provide a study guide listing the stories read and authors for students to take notes on during the explanations. 3. Prepare the environment: Class is in a SMALL room with 28 desks, which can be creatively grouped with 4-5(assign seats), and 'butcher-paper' placed on desk to aid in brainstorming, doodling, graphics design, etc. when students are working collaboratively. Have colored pencils & markers available (Color engages the right brain). 4. Prepare the learners: Have large section of 'butcher paper' taped to white board to show students how to "mind-map" and note their contributions to the discussion. Encourage students to make suggestions to initiate the process. Review ALL elements of short story (title, characters, setting- time & place, conflict-internal & external, point-of-view, and theme) as well as the stages of plot development. Show how the elements can be the vertical columns, and the various stories be the horizontal rows.(See example) Suggest students (or ONE from each group) bring a laptop to second class in order to input data into spread sheet format. 5. Provide the learning experiences: Students are encouraged to 'write on the desk' (butcher paper), and have one student to keep track on separate paper. Some students bring a laptop occasionally, and would encourage for this lesson. Going to each group, ask the quiet student in each group to suggest, re-explain, and clarify their questions.

Require Learner Participation

Not all students will have kept their papers, or will have continued to add to their journals. These are the students who need help remembering the stories that were read, and where to access the needed information. These students must be encouraged to be the "detective" to search book for topics and answers. Can assign roles to each student in each group- recorder, speaker, searcher for stories 1-3, searcher for stories 4-6, etc. Suggest an extra column for a vocabulary word from each story, and assign one student to select and define a word to be added for that story. This class could easily take at least 2 classes (each 100 min), perhaps 3 if including presentation to class. At least one student in each class would have a laptop and can input the data into an Excel spread sheet or Google Doc. Required progress check from groups and notebook check from students to verify their contribution to the group. Presentation to the class using technology, by the group, provides speaking skill and cooperation from all members - each would be required to present one aspect of the chart and findings. (I had requested that they do this with their research papers, and was pleasantly surprised with some of the power-point presentations that they provided.)

Evaluate & Revise

Evaluation methods for each of the following are included: Student Performance: Rubric posted below. Explain components to students to ensure that they understand what determines their grade. To add a level to it, the students could add color to the columns. Media Effectiveness- Based on content organization of material given, and manner in which it is presented. Instructor Performance- Students get to 'grade' the teacher with feedback forms and questionnaires on the back of their rubric sheets, as well as grading themselves.

Teacher Name: Ms. Taylor Student Name: ________________________________________ Date_____________

CATEGORY	4	3	2	1
Content	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Content is minimal OR there are several factual errors.
Organization	Content is well organized using headings or bulleted lists to group related material.	Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.	Content is logically organized for the most part.	There was no clear or logical organizational structure, just lots of facts.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people\'s ideas (giving them credit), but there is little evidence of original thinking.	Uses other people\'s ideas, but does not give them credit.
Mechanics	No misspellings or grammatical errors.	Three or fewer misspellings and/or mechanical errors.	Four misspellings and/or grammatical errors.	More than 4 errors in spelling or grammar.
Oral Presentation	Interesting, well-rehearsed with smooth delivery that holds audience attention.	Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.	Delivery not smooth, but able to hold audience attention most of the time.	Delivery not smooth and audience attention lost.

Date Created: Mar 28, 2012 10:56 am (UTC)

Elements of Short Stories	Title	Author	Characters	Setting: Time & Place	Conflict: Internal or External	Point-of-View	Theme	Vocabulary Learned	Like/Dislike Story
example	Everyday Use	Alice Walker	Mamma, Maggie & Dee	1970's in the deep South	External	3rd Person	Transitions & Heritage	sidle