Last Reflective Post

What aspects of this course did you find most beneficial?
I thought the PLE's were one of the most beneficial "readings/lessons" we had during this semester.  I learned a lot of new ways to develop/enhance my classroom with new technology and have the students interact and work together.  I also liked that it was a self-paced course because I don't usually have a lot of free time during the week with teaching/coaching, so it was nice to be able to work without too many deadlines.

What aspects of this course did you find did not meet your needs?  Please make suggestions regarding how your needs might be met.
At times, the readings seemed tedious and more so a "time" filler than actual coursework.  I know the readings were related to the activity but a couple weeks it seemed as if the readings were quite unnecessary.

What topics in this course were most interesting to you?
I really enjoyed the PLE and the collective intelligence module.  I really think the future of education will start moving in that direction, so it was great to see so many examples of how they work.

What topics in this course were least helpful/interesting?
I really felt the equitable access topic was least interesting.  It seemed to overlap with several other courses I've taken at the University, so I felt as though I've seen this material before.  I also think this topic is just going in circles because you are never going to be able to provide equitable access to internet, hardware, software, etc.  With technology always advancing, there is always going to be someone, somewhere, who has access to something you don't.

How did your knowledge of issues in educational technology evolve over the semester?  Did you have any "Aha" moments?

I had several eye-opening moments throughout the course from some of the topics.  I never really stopped to think about the copyright laws and such as I use the internet or pull material/resources from different sites.  This topic made me stop and think about all the legal issues that can be found online.  I also noticed myself being more aware of my students technology use and making sure they were following proper ethics/laws when using pictures, videos, etc.

Any other thoughts you want to share...

This course did help me think of technology in different ways than I had in the past and it was enjoyable to be a part of this learning environment.

Internet Addiction Workshop

My workshop on internet addiction can be found Here.

Module #13

Emerging Technologies and Their Impact on Disability Summary:

                In this article, Paul H. Wise looks at the impact technological innovation has had on the way we define disability and the treatment for children with disabilities.  Wise begins by defining disability and assistive technology as we use them today and shows the relationship they have between one another. Wise then looks at the impact therapeutic and preventive technologies has had on child disabilities like new vaccines, genetic screening, etc.  With all of these new technologies catered to helping children with disabilities, we see a social shift between the haves and the have-nots, along with added pressure on schools and the health care delivery system.   Schools and health care delivery systems are not able to provide all the latest technical and technological advancements to children with disabilities from lack of funding, lack of resource, etc. and the disparity between children with disabilities has widened because of it.  To conclude, we are left with the challenge of providing equitable technical innovations to children with disabilities as the technological advancements continue, to close the disparity gap.

Reflection:

                Working in a school system, it is easy for me to relate to this article.  I can see where children with disabilities can have disparity even among a single school, so it is no shock that this is happening on a global scale with the new innovations and advancements that are coming out.  One thing I do think is happening too is the overuse of assistive technologies to help not only students with disabilities but also students without.  Looking at a program like WebAnywhere, we can see the positives and the benefits of utilizing this in the classroom; however, at the same time students who don’t necessarily have a disability will also have access to this program.  This, in turn, creates a new problem to where students without disabilities become lazy, resulting from technological innovations that might not be necessary for that student.  There are numerous programs like this in the school system, so it creates even more havoc for the school to provide equitable access for students with disabilities, but at the same time limit the use of these assistive technologies for students without disabilities.

WebAnywhere

Apparently this didn't post last week, so I'm posting it now...

WebAnywhere was fairly easy to use, after a bit of reading and a few demo videos.  The program starts right after using the link and at first it starts talking about headings, links, etc. that it finds on the page.  This was a bit confusing before I realized that it was going through the webpage before it starts reading.  After reading through the "shortcut" keys, I realized how to use WebAnywhere and navigate to different pages, sections, etc.  The keys made it much easier to utilize the program and "control" where it is reading.

This program can open up many doors for people with disabilities.  With some practice and memorization the program can be very useful for someone who has impaired vision.  It is a free program, so it is accessible to everyone and it helps them navigate the web, and "see" what is written on a page.  My blog page would be easily accessible to them as long as they know the web address.  There are some minor drawbacks to the program, like learning all the shortcut keys and navigating using only web addresses, but overall, it is a good start to helping visually impaired users on the web.  There are some better programs out there, but for its price, this will get the job done.

Module 12 Reflective Post

Adaptive Technology Overview Summary:

                Computers can enhance the learning environment for all users, including users with disabilities.  While people with disabilities can use a computer there are limiting factors that can be seen like: access to electronic resources (spreadsheets, processors, etc.) and access to computer themselves (using a keyboard, mouse, etc.).  Adaptive technology can help assist these users to make navigating, using, and accessing computers a more beneficial experience.  There are a variety of hardware and software tools available to help assist users with disabilities.  The website gives us several examples and also shares instances of each in action.  People who are blind, for instance, can get locator dots on the keyboard for commonly used keys, Braille embossers, and even speech output.  Modifications similar to these can be made for all users with disabilities to help facilitate access to computers.

Assistive Technology Overview Summary:

                At the University of Washington, they have an organization “DO-IT” to help provide accommodations for students with disabilities when using technology.  The organization focuses on involving incoming students with disabilities, educators, and future employers in a common area to make technology more accessible and available to students with disabilities.  The website has several articles to share the importance of assistive technology, what it is, who it benefits, and how people can help.  There are also several examples of the ways assistive technology is currently being used by students, educators, and employers.  The videos available on the site show even more examples of the technology being used on campus, off-campus, or for work.  The DO-IT organization has developed a huge online resource bank for anyone to check out to learn more about assistive technology and the impact it has on students with disabilities.

Reflection:

                After reading the articles and watching some videos, it is apparent that assistive/adaptive technology is a great way to enhance the learning of students with disabilities.  It makes the technology more user friendly or provides a way for the student to access technology that wouldn’t be readily available without the assistance.  Currently, we use a program in my district to read any worksheet, article, book, etc. out loud for the student.  The high school uses it a lot and the elementary has had several students in the past who have used it as well.  I have given several math tests through this program, and it is great because it will read through the problem (story problems) and the student has time to focus on the math rather than spending 5 minutes reading and deciphering what the problem says.  The only negative about this program is that there is only one scanner that works for it and it does take a while to scan all the worksheets through, if it is in use, you have to check back at a later time, so it can be quite time consuming as an educator.  Although it does have some time commitment drawbacks overall it is a great tool that is available to us.

Activity #11

Problem	Steps to Solution	Teaching Students
There is not sound coming out of the student computers.	1.       Check to make sure speakers are plugged in to the correct place on the computer. 2.       Make sure the speakers are turned on and have power from an outlet/electrical source. 3.       Make sure the master volume is not muted for the computer. Muted            Not Muted 4.       If all of these are working, check the speaker properties in the control panel àsounds and audio devicesàgeneral properties, to see if the speaker’s inner workings are working correctly. 5.       Contact the technology coordinator.	I would provide the students with sample speakers that have different problems with them.  Students would follows these steps to figure out what is wrong, maybe a plug came undone, computer was muted, or a different cable is necessary.
I can’t connect to the network.	1.       Make sure the network cable is connected properly. 2.       Ensure that the LED lights are blinking, which means the network is working. 3.       If the LED lights aren’t blinking, try reconnecting the cable. 4.       Try another wall/floor jack or use a different cable. 5.       Contact the technology coordinator.	I would give the students computers with different network problems, like a plug unplugged, network turned off, or no power source for the network.  The students would follow the solution steps to solve their problem.
My computer keeps freezing up on me.	1.       Stop clicking and let the computer “process” the information. 2.       Ensure the computer is responsive by hitting the caps or number lock on keyboard. 3.       Press ctrl + alt + del and open task manager 4.       In the task manager see if any programs are not responding, if yes, close the program. 5.       If none of these works, reboot the computer by holding the power button to force a shutdown. 6.       If the problem persists, contact the technology coordinator.	I would explain to the students if the computer is freezing they should STOP clicking, typing, etc. immediately.  Then, we would practice the other steps, checking keyboard, ctrl+alt+del, and closing programs.
My printer won’t print.	1.       Make sure all wires are correctly plugged in to the computer. 2.       Make sure printer is on and has power from outlet/electrical source. 3.       Make sure the printer you want to print to is the one you selected. 4.       Check the printer for a paper jam (remove paper if necessary) and ink/toner levels (replace ink/toner if necessary). 5.       Contact the technology coordinator.	I would set-up different problems and have the students work through the steps to figure out what is wrong.  One computer might be set to a different printer, wires unplugged, or low ink/toner levels.
My SMARTboard pens aren't working.	1.       Calibrate/Orient the board. 2.       Right click the smart board icon in the bottom right tray and select “orient.” 3.       Tough the nine locations to calibrate the board. 4.       Ensure all four pens and the eraser are correctly in their pen trays.	I would have each student calibrate the board and follow the remaining steps, ensuring all pens and eraser are correctly in their tray.

Module 11 Reflective Post

Computer Troubleshooting for Teachers and Students Summary:     

      

                This website is dedicated to help teachers and students solve common technical difficulties that occur in the classroom.  The website provides possible ways of troubleshooting problems with hardware and software, like Microsoft office, speakers, keyboards, etc.  The website breaks down each “topic” and provides general steps to take when experiencing a problem.  The table format is used to provide teachers/students with step by step instructions on fixing a certain problem.

A Computer for Every Student and Teacher: A Lesson Learned about Planning and Implementing a Successful 1:1 Learning Initiative in Schools Summary:

                This article summarized the results from twelve North Carolina Schools that implemented a 1:1 learning initiative.  This article shares the necessary factors including: deployment, wireless network, hardware and software tools, policies and procedures, support personnel, professional development, school leadership, and sustainability to successfully implement a 1:1 learning initiative.  The feedback from both teachers and students was used to help other institutions implement a system similar to the ones observed in the study.  The article recommends that at least six months of planning should be completed prior to implementing a system like this, and often times, it will help to adopt policies and procedures used by another school, and adapt them to your own school’s system. 

One of the negatives for teachers was the fact that not all students had their laptops every day.  Sometimes, students’ laptops were being repaired, were left at home, or they didn’t have it because they didn’t have the money for the insurance policy.  These factors limited teacher use of laptops, and made it difficult for teachers to utilize the full potential of their lessons.  Students also had some negative reports regarding where to keep laptops stored during downtimes (such as lunch).  Schools had to develop places to store the laptops so they were safe and secure during the downtime in the classroom and elsewhere throughout the building.

Reflection:

                After looking at the website, I feel this is a website every teacher should be exposed to before the school year.  During my mentorship for EDFI585, I’ve been working with our technology coordinator.  It is amazing to me to see some of the things teachers complain about being broken that are easily fixed by following the guidelines on this site.  Often times, our coordinator will walk in, check one or two wires, and the problem will be fixed.  I know most teachers don’t think to look at those types of things, but students can be very clumsy around wires at times and accidently unplug or loosen an important wire.  By looking at this site, teachers can save themselves and the technology coordinator valuable time.

                The next article was very interesting in terms of implementing 1:1 learning initiatives.  I hadn’t really thought about all the planning that needed to take place prior to implementation.  It was very eye-opening and helpful to see some of the struggles and successes of other schools that were implementing this.  One of the biggest problems I would foresee in my own district is the insurance policy.  A lot of the families in my district would have a very difficult time trying to find the funds to cover the insurance cost for their children’s laptops.  I’m sure we could tweak and develop different terms to help them out, but this would be a consistent problem for our district.

Activity #10

Activity 10 Option 1
For activity 10, I connected with Naftal Mandi, a teacher at a Tanzanian University.  Naftal attended BGSU and has made several trips to the U.S.  I met him through our librarian, who is teaching our current sixth graders about Africa.  Naftal has helped to put us in contact with several schools throughout Africa.  Right now, we are working on an African study through an Edmodo group.  Our students posed questions to a school in Tanzania to find out information about their day, weather, food, hobbies, etc.  In return, the African school’s students also returned questions and answers.  By the end of the year, it is the goal to have a Skype class with the African school, but this is still being worked out with timing, materials, etc.  Our sixth graders are making posters, pamphlets, booklets, etc. to display their newly gained knowledge of the African Culture.  I hope to remain in contact with Naftal through Facebook and e-mail as we continue this exciting connection.

Module 10 Reflective Post

Educating for Global Competence: Preparing Our Youth to Engage the World Summary:

                In chapter one of this book, the focus is on three forces that shape the lives of Earth: flattened global economy and changing demands of work, global migration, and climate instability.  With these forces in mind, companies are looking to hire people with a certain skill set and knowledge of their surroundings on a global scale.  To help prepare future employees (students), there are several skills that can be focused on in the classroom.  While it is important for students to understand the concepts of math, reading, writing, science, etc. they also need to be well-versed in their cultural traditions and worldviews, examining how they affect one another.  When thinking in terms of competence on a global scale, teachers should keep these four questions in mind:

What topics matter most to teach?

What exactly will students take away from a unit, project, visit, or course?

What will students do to learn?

How will we know they are making progress?

To address these questions, the book suggests focusing on design principles that will support global competence among students.  The book shows us an Earth Science lesson that promotes global competence among students and allows us to see how a teacher can affectively prepare their students for the growing demand of the 21^st Century.

Sister Cities & Sister Schools Summary:

The goal of Sister Cities & Sister Schools is to promote collaboration between communities on a global scale.  The technology we have available today has helped support this organization and promotes growth amongst the citizens of the world.  The communities can collaborate to complete projects and share their values, traditions, and backgrounds with one another.  The connections that can be made using technology (Skype, Facetime, blogging, etc.) help to promote a global understanding of diverse communities, cultures, and way of life.

Virtual Field Trip – Hershey’s Chocolate Summary

                The trip takes us through the Hershey’s Factory in Hershey, Pennsylvania.  We see how all the beans are processed, refined, and formed into the chocolate we know and love.  The field trip shows students the entire process behind the making of a chocolate bar, kisses, etc.  This field trip helps promote a global competency because it shows where the beans come from (South America) and how they farm the beans and ship them to Hershey.  The students can see how many people and machines the beans come in contact with and how a global collaboration is necessary to make the famous chocolate.

OERcommons Summary:

                Open Education Resources (OERcommons) is a website that students and teachers alike can visit to gain access to a wealth of resources.  The resources include lectures, courses, modules, lessons, quizzes, tests, homework, etc., worldwide.  The resources are available for nearly every grade level, subject, and topic, which allows all users to find value in this site.  Users can also network and collaborate worldwide using OER.  This will allow students/teachers to experience a diverse learning environment and connect to people across the world. 

Response:

                Preparing students to be global citizens and have global competence through the use of Sister Cities & Sister Schools, OERcommons, and virtual field trips will benefit future generations throughout their education and lives.  The 21^st century is about teamwork/collaboration and overcoming obvious differences in opinion, ideals, and values worldwide.  IF students understand, communicate, and make connections with people around the world, they will be able to be courteous of other opinions and different ways of thinking.  The virtual field trips help students realize the importance of worldwide collaboration and how beneficial it can be when people from different backgrounds work together to create a common product.  Global competence will continue to grow and expand as technology grows and expands giving people more and more ways to communicate, connect, and collaborate as a planet.

Reflective Post #9

Tweeting the Night Away: Using Twitter to Enhance Social Presence Summary:

            In the article, we learn how twitter can be used to help enhance the online classrooms to engage students in the missing “social presence.”  Twitter can be used to replace the social interactions that would occur outside of a normal classroom (i.e. passing a professor, talking to classmates, etc.) that wouldn’t happen in an online setting.  The recurring theme made throughout the article is the fact that Twitter is outside of the “classroom” setting to allow more flexibility than tools such as discussion boards or chat rooms that are part of the online system.  The article then points out some other positives that Twitter can offer, like fast responses to questions and setting up meetings outside of class time.  Other benefits include connecting with a professional community, supporting informal learning, and maintaining ongoing relationships.  Possible drawbacks for using Twitter include poor grammar (less than 140 characters), addictive, and time-consuming.  In conclusion, if users establish relevance for students, define expectations, and model effective use, Twitter can be a huge success and enhance the social and cognitive levels of students.

The Design of an Online Community of Practice for Beginning Teachers Summary:

            This article addresses the issue of teachers leaving the profession because they feel overwhelmed with a lack of support.  One way to combat this growing trend has been to provide a mentor teacher to help beginning teachers.  The mentor teachers can help provide guidance and assistance in struggling or under-developed areas for beginning teachers.  Another way beginning teachers can get help is with resources like lesson plans, relevant links, and materials.  EdNA Online is one resource site for beginning teachers to help relieve some stress from lack of materials, lesson plans, etc.  Using mentors, online resources, etc. can help retain teachers in the field and improve student outcomes.

What Parents Want in School Communication Summary:

            Anne O’Brien shows us a survey to help schools build positive relationships with the community and student’s parents.  Parents want the news to be as fast and easily accessible as possible.  This means using online resources to help provide parents with the information they want.  Parents want to be able to access information like: grades, policies, concerns of slipping students, etc. regardless of the child being elementary or secondary.  Again, most parents seem to want the information as soon as it is available to the public, so utilizing emails, websites, etc. is very important amongst community-school communication.

Five Steps to Better School/Community Collaboration Summary:

In the article, we are given five helpful steps to create a strong community-school collaboration to help improve classroom success.  Expanding our vision of school to include community is the first step to improvement in the classroom.  Community members helping in the classroom can help students relate to the information better.  The next step is reaching out to all stake-holders by contacting them and collaborating with them to help meet the needs of students.  Creating a resource map can help students understand the types of resources available outside of the school setting.  Connecting the curriculum to the real-world is another way to help relate the community to the classroom.  Finally, designing a challenge for the community can help promote collaboration amongst students and community members who might otherwise be uninvolved.

Reflection:

            After using Twitter this week (and in a previous class) I think it would be very beneficial to have Twitter discussions with a class.  Building solid relationships outside of a classroom setting can be very beneficial.  With a site like Twitter, you can pull resources from all over to bring to the table.  One drawback for me, would be the fact that I can’t utilize this in my own classroom very well, as kids are “underage” for Twitter usage.  If anyone has any suggestions about this, I’d be willing to hear them.

            Being a second year teacher, I know the struggles that many beginning teachers face in regards to “extra” work.  Some of the programs that are designed to help beginning teachers I feel do more harm than good.  Especially at this point in time, where OTES is being implemented, standards are changing, and testing is changing gears, something like the RE program just adds more unneeded stress.  The premise of the program sounds great, but when you break it down, it is just more “busy” work that the beginning teacher has to go through.  Now don’t get me wrong, there are several areas (reciprocal observations, observations, and discussing lessons) that are beneficial, but for the most part, it is busy work.  Most of the “assignments” were completed in student teaching, and year 1 and year 2 are the exact same thing.  The binder creation is important, but who is checking over these binders?  For most of the work I’m doing outside of the classroom, no one is seeing it except for my mentor and me.  When you finish a year, you complete a piece of paper to send in saying it is completed.  Again, who is looking at your completed work?  It seems to add more stress to beginning teachers and mentors to find time to meet and discuss assignments, observations, and planning on top of the everyday duties of the job.

Reflective Post #8: Digital/Participation Divide, OLPC

The New Literacy: Scenes from the Digital Divide 2.0 Summary

Part One:  The article first looks at the original definition of the “digital divide,” where people were separated by access to technology.  Now, the digital divide has evolved to be those who are “at home” with technology and those who are not.  The article compares the divide to past controversial divides, like printing the bible, and explains how the divide will grow wider for people on the “wrong” side.

Part Two: Part two looks at research done by the John D. and Catherine T. MacArthur Foundation into the realm of digital learning.  Connie Yowell, the director of education, looked at numerous factors, including gaming to see how it impacts learning.  Studying an 8yr. old boy led her to see how he was using technology for Pokémon and looking at the websites a 14 yr. old girl would visit, helped support Yowell’s statement that “the classroom is no longer the primary learning site.”  The article concludes with Yowell’s final thoughts on students and teachers collaborating with technology.

Part Three: The reader is introduced to Howard Rheingold, an author and professor, who advocates the use of social media to increase understanding of digital literacy.  Rheingold promotes the use of Web 2.0 because of its ability to “mobilize new, powerful forms of collective action.”  Using social media and manipulating the available tools (Wikipedia, YouTube, etc.) can lead to problems being solved faster than they’ve ever been.  Rheingold finishes by saying that this new approach challenges the thought of the teacher as the authority and students memorizing facts for “regurgitation” on a test.

Part Four: Here we meet Mike Wesch, a Kansa State University professor.  The reader is taken through his viral video and the thought process behind it.  Mike shows us the information available online, and some sites used to collaborate and share that information with one another.  He presents his point of people collaborating to achieve a common goal by arranging/organizing information online into our own personal “web page.”

Part Five: Part five takes us back to the digital divide and a “deeper” look into its history.  We see the different time frames as the divide evolves from people not having a computer to people not having access to internet, and how this impacted jobs, schools, etc.  We meet the NTIA (National Telecommunications and Information Administration) and what their purpose was, as well as how their organization ceased during the Bush Administration.

The Participation Divide: Content Creation and Sharing in the Digital Age Summary

The article starts by showing how people are now able to share their works without limitations online.  They can provide access to others and collaborate to promote their creations.  The dilemma is, women are under-represented when sharing their works online.  The article tries to investigate what the cause of the dilemma is, whether it is lack of sharing from women or if people take women’s creations less seriously.  In the end, we find out that certain individuals are more likely to create and post their works online, depending on key factors such as socioeconomic status, gender, etc.  The digital media is making it easier for people, but the participation divide is clearly separating those who are posting their works, and those who are not.

Finding a Place in Cyberspace: Black Women, Technology and Identity Summary

In this article, Michelle Wright, researches the impact race and gender have on the use of technology.  Wright looks at the digital divide and discusses how factors like income, household, race, etc. effect/impact it.  She had interviews with three separate women to learn their experiences in the field of technology and how they see these limiting factors effecting the growth of African American women using the web.  Wright also presents us with the percentages of internet use per month and shows us that Latinos and African Americans are number 1 and 2, respectively.   Wright finishes by showing the rise in African American women who hold jobs/attend universities focusing in technology.

Slamming the Closet Door and Taking Control: Analysis of Personal Transformations and Social Change as LGBT Podcasting Blazes a Trail of Democratization of the Media Summary

The article shows us the use of podcasting, what it is, and what can be done with it.  Podcasting is available for anyone with access to a microphone, internet and a computer.  People can record their cast and upload their audio for all to hear, respond to, etc.  The article looks at the “podcast revolution and how it was used to give LBGT adults a “voice.”  This movement allowed anonymous users to express their feelings, beliefs, etc. and share their values with the general population through podcasting.  Podcasters gained a sense of community and acceptance through the sharing and collaboration of their beliefs and ideals. 

One Laptop Per Child Videos Summary

In part one, we learn the mission of the OLPC to provide one laptop for every child to use worldwide.  We are introduced to the XO, a cheap, functional, and rugged laptop given to all students to help them grow in their education.  We also learn the 5 principles of OLPC: 1. kids keep the laptops, 2. focus on early education, 3. no one gets left out, 4. connection to the internet, and 5. free to grow and adapt.

In part two, the question “Why?” is asked.  We see how the XO can help students around the world gain an education, to better their lives and solve persisting problems.  We learn that the laptop has solar power capabilities to deal with low-power areas, they are rugged, and kids can use the laptops for music, drawing, pictures, etc.  We also see how students using the XO learn and how they are beneficial.

Can One Laptop per Child Reduce the Digital Divide and Educational Gap? Evidence from a Randomized Experiment in Migrant Schools in Beijing Summary

OLPC looks at how the laptops they’ve already donated are affecting children around the world.  We see that math scores have risen in areas, students are more focused and have higher self-esteem in school work, computer skills, and other positive effects.  The OLPC is trying to eliminate the digital divide, and working toward worldwide computer efficacy.  Although progress has been made, the OLPC points out that more data/research is needed before more schools and/or governments invest in this program.

Response:

  After reading through the articles, I have changed my view on the digital divide and feel it is a bigger presence than I thought.  I never really thought about race or gender as factors that would impact collaboration online, and I didn’t think about the participation of online users as part of the digital divide until reading the article.  Looking back now, I can see the participation aspect in other areas of technology, not just creating/sharing original works.  If you look at the world of gaming, you can see the same types of participation divides arising and it is similar among other online topics.

The OLPC is doing great things to help lessen the digital/participation divide.  I hope that their goal is one day met to provide every child a laptop that can connect them to other children around the world.  They would gain computer skills and enhance their classrooms like the examples given in the videos.  This would also give students access to vlogs and podcasts online. 

I have mixed feelings on podcasts in the classroom.  I do listen to podcasts from time to time on iTunes.  However, at times I get bored with just listening to a voice talking to me, and occasionally I stop the recording before it’s over.  I know students who would love to listen to a podcast on a topic rather than do a hands-on activity or watch a slide show, so they can be very useful in the classroom.  Giving students podcasts as an option could help engage students who aren’t normally engaged.

Activity #7 PD Site

My PD Website

Activity #6 Case Study:

1.     Introduction of the problem- What happened regarding fair use in education in this scenario?

In this scenario, a classroom project was given to create a virtual zoo.  Students used the Flickr website to get photos and use them in building their online zoo.  The students researched copyright laws and discussed the fair use policy with their instructors.  The problem arises when an e-mail is received by one of the instructors (from an author of a picture used) regarding the use of the photograph in the virtual zoo.  The author feels it is “stealing” because the student took their pictures and used them without their permission.

2.     Analysis of the response- Was the Technology Integration Mentor correct in her response to the email the school received?  Provide evidence from your reading this week.  

I believe the Technology Integration Mentor was correct in her response to the email.  In the article regarding copyright, it deemed fair use in effect when it is being use for non-profit educational purposes.  The class was citing all images back to the original author and did increase the value of the image by putting it on their virtual zoo website.  The teacher was also correct that while the author has “some” rights to the photo it was on Flickr which allows her students to access it.

3.     Your response- What would you have done if you were the adult in charge in this situation?  You can piggy back on the Technology Integration Mentor's response or compose a completely new one.  Use evidence from your reading this week (other readings from previous weeks may also help).

I would do nearly exactly what the Technology Integration Mentor did in the video.  She explained why her students were NOT stealing the work, and they gave the photographer full credit for producing it.  The students reflecting on the project was also a key component to help them understand the copyright infringement and fair use policy.  I know the principal was copied into the e-mail, but I would also copy in the superintendent so they are aware of the situation.  While my response to the photographer would be similar to the Technology Integration Mentor’s, there is one thing I would add.  After reading the article regarding “bad manners” in fair use, I would apologize to the photographer for not first getting their permission.  I would explain that my students can legally use the image, but they should have asked, in order to make the author aware of the images being used.  This situation shows, you never know who you will offend by using their work, so asking permission first is a great way to avoid any conflict.

Reflective Post #6: Copyright and Creative Commons

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

                The website summarizes what the “fair use” doctrine is and how it was developed throughout the course of a substantial amount of years in court decisions.  Section 107 shows us what factors are deemed “fair.”

1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes
2. The nature of the copyrighted work
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole
4. The effect of the use upon the potential market for, or value of, the copyrighted work

 However, fair use is never clear-cut, and almost always there are outlying factors that need to be taken into consideration.  “There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission.”  The website also says the best way to ensure no copyright laws are broken is to contact the owner of the copyright and get permission to use their work.  If the copyright owner cannot be contacted, you should either A) avoid using the material or B) make sure it does fall under the doctrine of fair use.

http://www.educationworld.com/a_curr/curr280.shtml  Summary:

                This website sets out to help teachers understand what copyright laws are and how they are broken in a five step model.  Step one: We learn that most people “get away” with copyright infringement because of a lack of “police.”  Then, we see an example of a teacher breaking the copyright law.  The basics of the copyright law are given next, including the short list of works that are not copyrighted.  Then, we see other intangible works that aren’t copyrighted.

                In Part 2, the website provides details about fair use.  It provides the factors that determine whether the fair use policy can be used.  Teachers are then given several guidelines to follow that fall under the fair use policy.  These guidelines allow teachers to copy: a chapter from a book, excerpt from a children’s book/similar work (not more than 10%), poem <250 words, article/short story (<10%), and a graph/chart/diagram/etc. from a book/periodical/newspaper.  The guidelines do not allow teachers to: make multiple copies as a substitute for the work, copy the same work for >1 semester/class/course, copy the same work >9 times a semester, use it for commercial purposes, or use work without attributing the author.  We are then given guidelines for showing music, tv, and videotapes, in the classroom.  If any of these laws are broken, most times, teachers will not face prison time, but should stop the use of the copyrighted material immediately.

                Part 3 is the Copyright Law and New Technologies.  The website shows us what internet resources we can and cannot use in the classroom.  They give us a look at copying quotes from e-mails, downloading graphics, etc.  Even if you aren’t required to ask permission, it is considered bad manners to NOT ask permission.  Finally, we get a look at software copyright laws and how those affect the classroom.  There are guidelines involving what programs you can and cannot install on more devices, and tips to read all licensing agreements for programs you use.  Part 4 builds off part 3, by involving fair use and new technologies.  We first get the background of how fair use was implemented for teachers and librarians.  Next, the website shows us what teachers can/cannot do to implement copyrighted material into their classroom, but still fall under “fair use.”  Then, software guidelines are given to us and lastly, we look at the CONFU guidelines for new technologies.

                In Part 5, the website shares liability and teaching responsibility are presented to the reader.  Tips for school districts are given to ensure liability is limited.  The teachers are also recommended to show students about copyright laws and share information with them, so students have some responsibility regarding copyright infringement.  Finally, a “test” is given to summarize the website’s five parts.

http://creativecommons.org/about  Summary:

                This website defines creative commons as “a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools.”  Creative commons gives people the rights to use and build upon your work as part of their licensing.  It isn’t an alternative to copyright, but it helps you modify copyrights.  The organization provides their mission and vision, followed by why to use creative commons and what they can provide to you.  The website also has the support of volunteers around the world, and you can volunteer alongside them.  Creative commons is trying to open the licensing of the internet and allow a greater access to its materials.  There are also links about current/future projects, licensing, and ways you can support the website.

http://creativecommons.org/education  Summary:

                This builds off the homepage of creativecommons.org.  It shows how creative commons is impacting education in the 21^st Century.  The OER (Open Educational Resources) allow teachers and students to have free access to textbooks, lessons, worksheets, etc. that may not be available under copyright laws.  Then, we get a look at some of the “big-wigs” for the CC initiative in education (ex: Khan Academy).  Next, we are given a list of CC projects like: School of Open, Open Policy Network, Our Professionals Education Network, and Learning Resource Metadata Initiative.

Response:

After reading through all of the copyright websites, I realized that I do in fact break some copyright laws from time to time.  In college, I don’t believe we ever looked at any of the copyright laws or fair use laws in any of my classes.  I remember doing something with copyright in high school, but it was geared more towards books, magazines, newspapers, etc.  I know copyright laws are very important and I do need to inform my students of how to cite, get permission, and use other people’s works without breaking these laws.

                I really like what Creative Commons is trying to do in terms of “spreading the wealth.”  It seems like they are on the right track toward incorporating more collaboration without the “fear” of copyright infringement.  I know for several research projects I’ve done, in the past, I never know what I can and cannot use without breaking copyright laws.  It is frustrating as a researcher to have access to the information, but not be able to use it, or only be able to use certain parts of it without permission.

Activity #5: Response to Email

Scenario 4

You set up a class wiki using students’ first names and last initial.  On the site, you monitor any outside comments by having them emailed to you first and then approved.  While researching the planets, one student copies and pastes an entire section from a website without citing the source, even though you explained to the class the appropriate way to use and cite electronic resources.  You make the student take down the information immediately and serve a lunch detention for not following rather serious directions.  The following day, you receive this email from his father, with the superintendent copied:

Dear Mr. Franklin,

It has come to my attention that my son, Nick West, served a detention for copying information from one website to your class wiki.  Although I agree that he shouldn’t have copied information without citing his source, I have looked over this wiki and I see that you have students using their real names.  Is this not a violation of my son’s privacy?  Why was I not asked permission before my minor son participated in creating a site that the whole world has access to?

Mr. West

Dear Mr. West,

            I have talked with Nick and he agrees that plagiarism is a serious offense.  He and I will be working together to cite information from the site so he can post it to his wiki.  We reviewed the internet safety and appropriate use form to make sure we understood all guidelines.  In response to his wiki, he, and all the other students, use their first name and last initial on the wiki.  I am monitoring all comments and posts through my email, and people outside the wiki cannot “find” our location.

            By signing the AUP at the beginning of the year, you did give us permission to use the internet in our classroom.  Per the AUP, “To the extent that proprietary rights in the design of a website hosted on the Board's servers would vest in student upon creation, I agree to assign those rights to the Board.”  However, if you would like us to change Nick’s name on the wiki, I am more than happy to oblige, as long as he always updates/adds information using this name, for grading purposes.

Thanks,

Mr. Franklin

Reflective Post #5: Digital Citizens, Cyber Bullying, and Video Games

Digital Citizenship in Schools Summary:

            This article sets out to make sure teachers prepare their students to become digital citizens with the increasing use of technology in the classroom and at home.  The article summarizes the nine elements of being a digital citizen and gives examples of appropriate/inappropriate use.  Element one is digital access or, full electronic participation in society.  Appropriate digital access includes providing students with technology to use in and out of the classroom (ex: one to one laptop program).  Inappropriate use includes failing to accommodate students who don’t have access to technology.  Element two is digital commerce or, the electronic buying and selling of goods.  Appropriate use would be informing students how to safely purchase online goods, while inappropriate use includes leaving students open to identity theft.  Element three is digital communication or, the electronic exchange of information.  Appropriate use: use blogs to inform parents.  Inappropriate use: students are texting during class.  Next, is digital literacy or, the process of teaching and learning about technology and the use of technology.  Appropriate use: online courses.  Inappropriate use: not providing online resources for students.  Element five is digital etiquette or, the electronic standards of conduct or procedure.  Appropriate use: engaging in chat room after learning rules.  Inappropriate use: texting in class about non-related topics.  Element six is digital law or, the electronic responsibility for actions and deeds.  Legal use: students follow copyright laws.  Illegal use: students download illegally from internet.  Element seven is digital rights and responsibilities or, those requirements and freedoms extended to everyone in a digital world.  Appropriate use: students citing resources.  Inappropriate use:  students plagiarizing.  Element eight is digital health and wellness or, physical and psychological well-being in a digital technology world.  Appropriate use: promoting health and well being online.  Inappropriate use: ignoring physical effects of technology on students.  The ninth, and final, element is digital security or, the electronic precautions to guarantee safety.  Appropriate use: utilizing firewalls, anti-virus, etc.  Inappropriate use: failure to maintain updates and/or patches.

Stopbullying.gov Summary:

            The website is a government run site, used to promote information to parents/teachers/students/etc. about bullying.  The website defines bullying and all “genres” including: verbal, social, physical, and cyber bullying.  The site provides examples, where/when it happens, and ways to diffuse bullying situations.  The site also provides resources to help children understand bullying in the classroom, on the playground, and online.  Contact information is given to help parents, teachers, and students report incidents of bullying or severe child behaviors that are out of the norm.  The website also shows valuable ways to prevent bullying and how to deal with a bully when no adult is around.  Warning signs, risk factors, and effects of bullying can also be found on this website.

When Playing Video Games Means Sitting on Life’s Sidelines Summary:

            This article tells the life story of Joey M’Poko and his battle with addiction to video games.  The article starts out by showing us the reSTART program located near Seattle.  We quickly learn that Joey was addicted to video games, and like many, his life was being impacted negatively because of it.  The reSTART program focuses on fighting the addiction with nature and withdrawing the patients from video games.  We see what the basic layout of the camp is, and how they work to break the addiction.  It takes rebuilding and one hundred percent dedication to help fix the addiction and get the patients’ lives back on track.  The patients have to remain focused, dedicated, and take things one step at a time to avoid a relapse.

Response:

            After reading the first article, it seems funny to me that I’ve never thought about “digital citizenship” in that way.  In all of my years of schooling and in my first two years of teaching, I’ve never felt it necessary to “teach” students how to behave online, and how to follow the set of standards/laws/etc. they will encounter.  I have seen several anti-bullying websites/programs available and have used several of those, but they don’t seem to cover the copyright laws, plagiarism, security (identity theft), anti-virus, or online shopping.  This is definitely something I will consider covering as I continue to work online with students.

            The video game article was very surprising to me.  I know gaming addictions exist, but I did not realize they get to the extent of gaming for 42 hours straight.  I also saw an article through a Google search, where a man died because he “forgot” to eat/sleep while playing a video game at an online café for 4 days.  I know that people do use these types of alternate realities as an escape, and I will do a better job to monitor my students’ internet usage.  I could implement a survey to see about how many hours a day or a week students are online or playing video games.

            I also found some of the video game article to be misleading.  The quote from Hilarie Cash “Are you getting enough exercise, sleep and quality time with the people you care about? "If [the behavior] is interfering, then there's a problem there somewhere,"” seems to be very misleading in my opinion.  I have enjoyed playing video games, sports, etc. and I know of several people who spend time doing countless other activities that take away from sleep, exercise, etc. yet, they are not addicted.  The is such a fine line between addiction and doing something you enjoy and I think that is one of the hardest things for people to grasp.  I think that is one of the reasons people can “grow” into an addiction, because, at first, it is just something they enjoy doing.

Activity #4: Collective Intelligences

                After completing the Collective Intelligence Activity I think this is something I could incorporate into my math classroom.  I could put the students in groups of 5 or 6 and have them create “mini” collective intelligences to present to the class.  I’ve seen that students can put together and share resources with one another and the topic is free to change at times and engage students in further research.  I really liked the way different “topics” and research came about in the collective intelligence.  It was neat to see how other people think and share their own ideas through videos, pictures, and articles.  I do think I would need to set more specific parameters for the sixth graders, but that wouldn’t be a big problem.  I would also like the students to be a little bit more structured in terms of who wrote what.  The biggest thing is that the students are participating and engaging in the activity, not just letting everyone else post and taking credit for it.  At times in our activity it was hard to tell who wrote what, or who was responding to whom in their responses.  I really liked the freedom the collective intelligence allowed and I would definitely like to complete one in my class.

                As stated in my earlier response to the readings, some of the things we did in the collective intelligence were “off” topic or moving away from the original subject.  While that is alright for the purpose we were using it for, I do see that potential to shift directions as a problem for sixth grade students.  On one hand, it is great because the students will engage in the research and post opinions and responses to one another if they get more off-topic.  However, at the same time, I would like the students to stay as closely related to math as possible so stricter guidelines may need to be implemented.  I still feel that my sixth graders would need a solid two weeks to learn how to post to the collective intelligence as they are not very “tech savvy.”  They’ve not had any technology work at all before this year and several students still need help logging in.  While it is not impossible, it will take some more time to implement something like this.

Reflective Post #4: Collective Intelligence and Personal Learning Environments

Collective Intelligence: What it could mean for education Summary:

In Bullock’s Article, he describes why the digital natives and digital immigrants shouldn’t be separated, but be working together through collective intelligence.  Bullock says that technology (Web 2.0) can be used to reform the education system in North America in “powerful ways.”  The education system in NA is geared for the individual and is restrictive to collaboration and group efforts.  However, by adopting collective intelligence, NA can promote collaboration, cooperation, and sharing of information through the use of social media, wikis, and documents.  Bullock says “Teacher educators have a golden opportunity to disrupt the effects of mass acculturation through traditional schooling by using digital technologies that are likely to contribute to collective intelligence.”

How Collective Intelligence Redefines Education Summary:

                In this article, Ilon first explains how the school system is “governed” from the top down.  He shows how the student is set up to learn “facts” from the so-called “experts” in each field.  This way, the student can be accurately tested and the growth/understanding can be measured.  He points out that a school is setup similar to a factory, where all working parts are trying to create the same end product.  He states in today’s current system there is no place for collective intelligence.  Ilon also points out the fact that many schools have sites such as Wikipedia.com blocked from use.  One of the biggest factors to overcome, in implementing collective intelligence, is the structure of the current system.  The article states, “If formal educational systems are to embrace collective intelligence, they will require a systemic revamp.”  Ilon then goes on to illustrate how effective collective intelligence can be in the education system with examples of use in the real world.  By relating the collective intelligence system to our current economic system, Ilon claims that collective intelligence is valid and we can use our economic system as the framework.

7 Things You Should Know About Personal Learning Environments Summary:

                A personal learning environment or PLE “describes the tools, communities, and services that constitute the individual educational platforms learners use to direct their own learning and pursue educational goals.”  These differ from LMS’s (learning management system) which are more course-centric.  The article summarizes the growing use of PLEs in colleges and universities and where the future of PLEs could take education.  The effects PLEs could have on the classroom are endless, but the article focuses on the collaboration and orchestration of collecting information, rather than memorizing facts.  The drawbacks, as shown in the article, would include students referencing resources that are “taken down” or no longer available through technology and students misinterpreting opinion for fact.

PLE Video Summary:

                The student begins by showing us how her PLE is set up.  She is working through Google docs and has her background separated by academics and personal files.  She starts by showing us some of the features of her Google docs and then jumps into her agenda for science class.  We see she is doing a report on animals, more specifically the box jellyfish.  She shows us where she got her information and how she created a glogster (page of information) to display the research she found.  She shows us numerous ways in which she is peer reviewed and even contacts a couple “experts” on box jellyfish to check her work.  At the end of the video, the student comments on how much better it is to research in this fashion rather than using a textbook or notebook and paper.

Reflection:

After reading the first two articles on collective intelligence, I can see the benefits and why people are pushing to implement this system into education.  It is a great way to instill collaboration and cooperation between peers, students-teachers-parents, and worldwide classrooms.  People sharing, adding, collection, and organizing information to work toward the same goal can only lead to good things.  As Ilon’s article states, the current system we have implemented will need to be reformed before we can incorporate collective intelligence.  I find myself trying to implement these types of projects/methods of learning, but I find I don’t have time and I know other teachers out there who feel the same.  I don’t mean time in a day or time to plan, but with the “almighty” test approaching, there is no time to steer off course from that material.

We just had a county wide meeting where our curriculum director talked to us about teaching to the test because in the future we might move to merit pay…  She said people always ask why she wants us to teach to the test, and her response was “is there anything on the test you don’t think the students should know?”  Well, this is where the problem lies.  While everything on the test may be important, who is to say that Johnny or Susie doesn’t know the material because they didn’t answer one question about it correctly at that one time.  This is where collective intelligence could benefit students because they will have access to the information and can utilize available resources rather than memorizing facts.

The article and video on PLEs was very interesting.  I enjoyed seeing a PLE in action, and would like to utilize that in my own classroom.  The PLEs allow students to work through at their own pace with more internal goals driving their learning.  One flaw I see in my own classroom, however, is the fact that students have no technology skills to begin with.  At my school district, we do not have any technology classes until high school, so setting up something like a PLE will take months, starting with the basics of technology.  Granted, there will be students, who know how to do/pick up on things easily, but overall, it will take time (and again time is something I don’t have to give).

I would like to see a reform of the current system.  The push with differentiation is a step in the right direction, but even so, we are differentiating the students to learn the same thing for the same test.  Hopefully in the future we will see collective intelligence utilized and PLEs set up in the classroom, but with the current structure of our education system I don’t think it will happen.